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    • ADVERTISING
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  • TOPICS
    • COURSEWORK
    • RADIO ONE
    • JUNGLE BOOK
    • MUSIC VIDEO
    • BIG ISSUE
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    • MINECRAFT
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      • STRANGER THINGS
      • DEUTSCHLAND83

YEAR 12 TERM 1B

music video question bank - this should form the basis of all your independent work

MUSIC VIDEO QUESTION BANK
File Size: 118 kb
File Type: docx
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The purpose of music videos is to: 
  • help to sell and promote  the song, artist, band, brand, film, live tour
  • make the lyrics more memorable
  • give directors and cinematographers the chance to experiment and try out ideas (Michel Gondry, Spike Jonze, David Fincher)
  • provide content for global music channels such as MTV
  • reinforce the traditional the link between music and visual imagery
  • to help artists project a 'star persona' identity. Also helps artists to reinvent themselves and take on new media identities. 
​Music video task 
Study the Miley Cyrus 'Wrecking Ball' video and notes then do your own.   
Analyze a music video of your choice – answer the following questions – do a Powerpoint. If it passes our 'peer & teacher review' quality test you can upload it to Slideshare. I or 2 slides per section + screenshots. Try to cover as many areas as you can in each section.
 
1) Institution – information about the director? The success of the video? Cost? Where was it filmed? Studio or real locations? Is the year/ period when it was released important? Does the video reflect the Zeitgeist ('spirit of the time' : cultural, economic, social political landscape in some way?)  To what extent does the video promote the artist or the song in a unique or distinctive way? ​
 
2) Ideology – Themes? Is there a message in the song? Think about the lyrics. Is the message echoed is the visuals/representations/ genre/ narrative? How?
 
3) Narrative – does the video tell a story?  What is the story?  Or is it just about performance and style?
Todorov – 3 part structure? Propp's character archetypes? Can you find evidence of binary opposites (Claude Levi-Straus)?
 
4) Genre- do the visuals link to a particular genre? Sci-Fi, horror, cowboy western, film noir etc? Are there intertextual aspects?
 
5) Representation – think about the places, locations, mood/atmosphere & people – how are they constructed and why?  make a connection with Berger and Mulvey.  Are there links with Judith Butler and Lisbet Van Zoonen?  Mise en scene – realistic or stylized? Real life or fantasy? Clothes & make-up what do they sat about the artist? Stereotypes? Iconography? Props & visual signifiers- denotation & connotation (Roland Barthes). Think about signification = the process of constructing meaning. 
 
6) Language form codes and conventions – comment on camerawork, editing (pace/ rhythm), special effects and sound (diegetic/non diegetic; use of sound FX and ambient sound) . How do they work together? How do the visuals tie in with the song's lyrics?
 
7) Audience- who is the target audience? Male /female/ children teenagers young adults?  – how is the audience engaged and encouraged to continue to keep watching? Use of enigma codes? (How) do the representations match audience tastes, fashions and character? Think about GEARS & MARS=Mainstreamers Aspirers reformers Succeeders – (This is part of the Y&R 4Cs Model)
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week 1      5-9 november

Finish editing ghost story films.
Wednesday - you hand in worksheet homework and we'll go over test preparation.
​Thursday - test. 
Start music video study. This is a change from from the scheme of work. I feel we should move away from print and continue with visual media as a contrast to the newspaper study we have just done. 

Activity 1
Intro to music video- connotation - study the Dexter opening title sequence
and write down the object and actions you see. Dexter is about a forensic detective who is also a serial killer.  Then write down the connotations of each action/ object and how this secondary symbolic meaning is conveyed to the audience. In doing this task you are exploring some of the ideas of Roland Barthes on symbolic codes. The text is a partnership between audience and producer. 
​
Homework for Wednesday 14th

Choose a music video, make notes and be ready to present it showing how it illustrates some of the general concepts we have been learning about.

Here's the MV C&C worksheet we used: 
trcmediastudies musicvideo C&Cs.pdf
File Size: 613 kb
File Type: pdf
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week 2      12-16 november

 Activity 2
Watch these 3 TRC YouTubes about Music Videos and explain them with your own examples, using an MV of your choice.
For OCR, you don't need to know the theorists mentioned in the Youtubes below. Just note down the general ideas. You are also welcome to challenge and question.
TRC Media Studies video on Music Video codes and conventions
​
TRC Media Studies video on representations in Music Videos           WORKSHEET
TRC Media Studies video on Textual Analysis of Music Videos            WORKSHEET

​Activity 3 (apply what we have done so far) MUSIC VIDEO LIST A
Watch ‘Stop Where Your Are’ by Corinne Bailey Rae
1) What is the song about?
2) Make careful notes on the grid sheet.
3) What theories could you apply in an A-Level essay?
4) Essay – about 350 words. What is the message of ‘Stop Where You Are? How do the forms language codes & conventions help to convey this message?

Homework - finish Activity 2 (including worksheets)  & Activity 3 for Wednesday 21st
Extra reading: Read the article below and make notes - how have past events shaped Corinne Bailey Rae's attitudes and creative output?
​www.independent.co.uk/arts-entertainment/music/features/corinne-bailey-rae-i-didnt-want-to-do-anything-after-my-husband-died-1882248.html

week 3     19-23 november

Activity 4
'Stop Where You Are' : Study the socio-political contexts sheet. 
Write at least 300 words on how the technical codes and conventions of the video, including mise en scene, help to highlight some of the issues around socio-economic and cultural contexts. 

Activity 5
Study David Guetta's 'Titanium' and fill in a video analysis grid.

Activity 6
Discuss the roles of genre,  narrative and intertextuality in 'Titanium'

Activity 7
Study Miley Cyrus 'Wrecking Ball' and the resources on this page.  To what extent does it reflect the views of Berger and Mulvey?  Have a look at other feminist and post-feminist theorists and decide whether they do/or do not apply: e.g. Judith Butler, Lisbet Van Zoonen, bell hooks, Camille Paglia. 
Activity 8
​Present your own choice of music video in a Powerpoint. DO NOT choose a music video that is too explicit. Controversy is Ok but only up to a point. Your analysis must reflect the concepts, ideas and terminology we have covered. Use the prompts at the top of this page. 

week 4      26-30 november

Music video: Do the following in groups 
make notes on how following apply to Titanium & Stop Where You Are. then write 100-120 words of continuous prose. 
Representations and Meanings
Promotion of the artist/band;
Contemporary Context
________________________________
 Essay :
Discuss the following statement referring to the two videos you have studied.
"Music Videos do not generally tell a story, they project a mood" 

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advertising study

ads full pdf
File Size: 18116 kb
File Type: pdf
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  • Compare Print: Lucozade (1960s) vs Online: Lucozade sport- made to move 2016
https://www.youtube.com/watch?v=1xI7BKmHDXg
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Lucozade advert examples and questions on Lucozade branding. See booklet below. Keywords- rebranding and repositioning.:
lucozade case study booklet.pdf
File Size: 1080 kb
File Type: pdf
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week 5      3-7 december

Poster Advert study:  Shelter & Old Spice.


​
Terminology check for poster ads
VTTI (visual codes, typographical codes, textual & institutional codes)
Layout
Gaze
Rule of Thirds
Pack shot & tagline (better than slogan)
Heads Up Display (HUD)-style graphics
Affirming, positive mode of address
house style

Rhetorical (pseudo)-religious language 
(Pseudo-) scientific tone/ register/ mode of address
Authoritative
Colour palette
(Sans)-serif font
Hashtag link to social media
Hyperreal FIFA-style portrait
back-lit
lower, middle, upper third

brand values, brand identity
aspiration
(promise of  fulfilment)
repositioning, rebranding, reboot
diversifying/ diversification
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​Shelter campaign 2011
Questions to answer

​1) Who created these ads for Shelter? Research: https://www.thedrum.com/news/2011/08/24/shelter-launches-new-advertising-campaign-amplify-drive-people-seek-advice-earlier
2) What type of organisation is this and what is its aim? What do you notice about the logo?
3) What emotions are the adverts trying to arouse in the audience?
4) What emotions are connoted in the images and big text?
5) What do the images have in common?
6) Comment on how the textual and typographical codes create impact. House style?
7) Comment on the textual codes (the language used). Mode of address?
8) What codes and conventions are typical of adverts?
9) What codes & conventions are not typical of adverts?
10) Watch the Shelter YouTube video. https://www.youtube.com/watch?v=qBucKP87k2s
How does the media language help to reinforce the brand’s values?
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HERE'S ANOTHER SHELTER VIDEO - 
https://www.youtube.com/watch?v=8kyb0dhW5ss
Analyze it referring to the theoretical framework LIAR
+ social and economic contexts.

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SCHOOL CLOSED ON FRIDAY 7TH DECEMBER BUT THE FUN GOES ON. HERE’S SOME WORK TO BE DOING
1) Use the Powerpoint sent to you yesterday, answer the questions about the very weird, very surreal, very postmodern Old Spice Advert. Questions are also copied below.
2) For Wednesday 12th: Choose 3 adverts from the extra slides at the end of the Powerpoint and do your own analysis. One ad must be for a non-alcoholic drink, one for a male cosmetic product and one for a charity.

If you finish, there's one practice exam question to be done before the end of term.
Explain how the media language in adverts helps to communicate the brand image which the advertisers wish to convey.  (10 marks)
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OLD SPICE ADVERT QUESTIONS
1)Which part of the world is connoted?
2)What other common form of advertising do we associate with this area of the world?
3)First impressions of the layout? Mention surreal/ surrealism see Dali & Magritte.
4)Comment on the visual codes & signifiers. Iconography? Connotations of sand, sea and sun? Are they entirely utopian? Juxtaposition.
5)Representations of masculinity?
6)Intertextual references? Links to the old spice hero on the white horse?
7)Comment on the copy. In what ways does it refer to contemporary media and society (social and cultural context)
8)What makes this advert postmodern? – is it serious/ tongue-in cheek (ironic), self-referencing?
9)Is the advert giving a message about consumerism?
10)Is the advert making fun of other adverts and advertising conventions?
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week 6  10-14 december

End of term hoots and kahoots, Lucozade etc ! 

Holiday work:

1 Research the BBC. What are its core values / its mission or remit?
2 Find out about the BBC's diversity agenda.
3 Why is the BBC different from commercial channels? Clue: How is each funded?
4 Do you think the BBC licence fee unfair to commercial broadcasters?
5 In what ways does Radio 1 represent the values of the BBC corporation?
6 Does Radio 1 have a particular remit/ duty. mission? target audience?
7 Why is the Radio 1 Breakfast Show important for the BBC? target audience?
8 How successful has R1 Breakfast Show been in recent years? Give reasons.



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Here is a very basic starting point for music video analysis
Full URL: 
http://www.understandmedia.com/topics/media-theory/143-how-to-analyze-a-music-video

​
wrecking ball.pdf
File Size: 458 kb
File Type: pdf
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Miley Cyrus: Wrecking Ball
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music video analysis grid.docx
File Size: 63 kb
File Type: docx
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corinne bailey rae lyrics & notes.pdf
File Size: 85 kb
File Type: pdf
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socio-polit context.pdf
File Size: 65 kb
File Type: pdf
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music video resources.pdf
File Size: 220 kb
File Type: pdf
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titanium notes.pdf
File Size: 140 kb
File Type: pdf
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music vids reviews grid activity.pdf
File Size: 36 kb
File Type: pdf
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halloween phones 4 U advert

A bit of Halloween light relief. FAIR analysis of Phones4U advert.​

1 Forms, Language, Codes & Conventions: How do the codes and conventions create a powerful advert ?
2 Audiences- how does the text effectively target its audience?
3 Institutions – how do humour and intertextual aspects reflect the brand values of the Phones 4 U and its products
4 Representations – how do the signifiers, people and locations reflect the careful construction of the text to convey a persuasive message?

​______________________________________________________________________________
VIDEOS CHOSEN BY YOU. ALL ARE WORTHY OF FURTHER STUDY & ANALYSIS
Stormzy: Blinded By Your Grace
Ariana Grande: God is a Woman
Sia: Cheap Thrills 
Shaun Mendes: Treat You Better
QUEER THEORY
Good slideshare here
Theorists: Judith Butler - Gender Trouble 
David Gauntlett

A-AH 'TAKE ON ME' - AWARD WINNING MV - has to be one of the best ever
​watch it here:

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Here's an interesting article about the banning of the poster above
https://www.theguardian.com/media/2014/jan/08/lucozade-sport-campaign-gareth-bale-banned-advertising
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Image 1 (L to R): text reads: 'Losing your job doesn't have to mean losing your home. We can help'.
Image 2: 'As a tenant, it's hard to know where you stand. We can help.'
​Image 3: 'Debt can seem too big to face, but if ignored, can threaten your home. We can help.'
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​
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Old Spice campaign Background article
​https://www.campaignlive.co.uk/article/history-advertising-no-191-old-spices-smell-man-man-campaign/1436615
​
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Here's the above article with a few questions and notes
success of old spice video campaign.pdf
File Size: 45 kb
File Type: pdf
Download File

Here's a short Youtube on the success of Widen & Kennedy's 2010 Campaign
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Interested in what the rivals were doing at the same time? Here's an article about a banned Lynx ad
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And here's the sort of ads Lynx were producing a few years ago
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MUSIC VIDEO A: CORINNE BAILEY RAE – STOP WHERE YOU ARE
1) Do an analysis of the representations of people and places in 'Stop Where You are' 
2) Cultural contexts: Make sure you have studied the 'economic, social and political aspects' sheet and can expand the key words/headline section in your own words.

 
MUSIC VIDEO B: DAVID GUETTA – TITANIUM
4) Read the notes document carefully and underline, highlight or copy key points in to your own document.
5) In the notes document, complete the list of key shots and editing.
6) Do an analysis of the video using the prompts on mediaattic and the notes document you have been given.
7) In class: Do a collaborative Powerpoint on the Media laptop.
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Practical work to be done  any time you need a break from written work:
Over the holiday/ early next half term. To hand in Feb14.
Shoot and edit a 'mood piece' to accompany your favourite song. No particular need for actors. Concentrate on interesting locations, lighting, camera shots, atmosphere.

​
Other useful resources:
TRC Media Studies video on Music Video codes and conventions
​
TRC Media Studies video on representations in Music Videos
TRC Media Studies video on Textual Analysis of Music Videos




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