music video question bank - this should form the basis of all your independent work
| MUSIC VIDEO QUESTION BANK |
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)
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
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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: 
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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 novemberActivity 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 novemberMusic 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" ________________________________ 
advertising study
______________________ Lucozade advert examples and questions on Lucozade branding. See booklet below. Keywords- rebranding and repositioning.:
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week 5 3-7 decemberPoster 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 ___________________________________________________________________________________
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? _____________________________________________________________________ ____________________________________________________________________
HERE'S ANOTHER SHELTER VIDEO - https://www.youtube.com/watch?v=8kyb0dhW5ss Analyze it referring to the theoretical framework LIAR + social and economic contexts. _______________________________________________________________ 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) _______________________________________________________________________
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? _______________________________________________________________________ week 6 10-14 decemberEnd 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
halloween phones 4 U advertA 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 A-AH 'TAKE ON ME' - AWARD WINNING MV - has to be one of the best ever
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| success of old spice video campaign.pdf |
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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.
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.
__________________________________
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.