Final Product- Music Video

This is an uploading of my final A2 Media Studies main product a

music video.

Note that my personal chosen record company is Island Records not Stiff Records

I DO NOT OWN THE RIGHTS TO THESE LYRICS

Evaluation: How did you use media technologies in the construction and research, planning and evaluation stages? Pt 5

The final media technology I used in the creation process of my media products and the technology I felt I used to my best ability was Abode Photoshop for my ancillary tasks. I used this successfully as I used different layers to create backgrounds, titles, pictures and foregrounds that linked with the music video and also the promotional package altogether as a whole marketing brand. The main tools I used to create my ancillary tasks on Photoshop were the Stamp tool and Brushes. I used the brushes effectively by changing the opacity and also changed the tolerance levels to some brushes. Another effect I used often when using Photoshop was the colour overlay- I used this with my main image and other brushes. To manipulate and edit my pictures I used the Magic tool and Quick Selection tools to take out anything I didn’t want in the pictures- after doing that I added colour overlays to them. I was able to create designs I used successfully throughout my ancillary tasks and completed the designs used for my overall marketing package.

Evaluation: How did you use media technologies in the construction and research, planning and evaluation stages? Pt 4

An online technology I used to plan, research, evaluate and record the process of my media products was the website ‘Blogger’. I felt I used this form of media technology worked effectively as I recorded every part of the creation process on there and I was able to use all the options available to me. I was able to upload videos from Youtube to my blog, upload pictures and screenshots to help illustrate my writing.

Evaluation: How did you use media technologies in the construction and research, planning and evaluation stages? Pt 3

To produce the footage for my media product I used a digital camera. This was one of the most important technologies used as it was needed to capture and record all of our footage used in our music video. Alongside using the camera I used a tripod and FIG-RIG to create more interesting, visually appealing shots- I was using a media technology along with other forms of equipment to produce various different shots. I also used the media technology of a still camera- mainly in my ancillary task to take photos of my band members in different shot types and also merchandise materials.

Evaluation: How did you use media technologies in the construction and research, planning and evaluation stages? Pt 2

During the research and planning stages of my media product the main media technology I used was the Internet. I used Youtube to research into various music videos to analyse them and also used allcdcovers.com to download front CD covers and back covers to also analyse them to understand the conventions of the products.

Evaluation: How did you use media technologies in the construction and research, planning and evaluation stages? Pt 1

Media technologies played a significant part to the creation process of my media products. ‘Final Cut Express’ was an extremely important technology used when creating my music video. The effectiveness of this editing software allowed me to use a diverse range of effects such as colour corrector, mirror effect, strobe amongst others used in my media product. The programme also let me change the opacity levels and hue saturations of footage.

‘Final Cut Express’ allowed me to overlay footage so I could edit and cut the size of various clips easily and efficiently. The overlay of tracks meant I could constantly have the music track in, which helped with syncing the footage and saved time.

Evaluation: What have you learned from your audience feeback? Pt 4

Our audience feedback session made me aware that our target audience was shown through the video, as they personally felt we were targeting the correct audience through the use of bright colours and effects used. It also made me aware of the improvements needed to my music video at the time and what expectations my target audience have when viewing a music video.

Evaluation: What have you learned from your audience feeback? Pt 3

A final positive point that the audience enjoyed in the music video was the use of Illustration and Amplification used. The footage was connected and told the story of the lyrics, our audience wanted to see more of this and we acted upon this re-shooting footage that linked to the lyrics.

Although we received positive feedback we also received constructive criticism from the session. The audience main point of feedback was on the image of the band and how we represent the band. They felt we didn’t have enough of the band interacting with the audience and performing to them. Although it was communicated to the audience who the band members were, they didn’t feel connected to the main singer and felt that the main singer wasn’t representing a conventional ‘popstar’. When asked about the name of the band ‘The Madettes’ and if the band’s representation and persona of being ‘Mad’ was portrayed, they felt it was in parts but not enough and we needed more of the ‘mad’ effect. We took on board this feedback and decided to re-shoot focusing on the above factors that our audience made aware to us.

The audience felt that the amount of footage we filmed in the recording studio and placed within our music video was too much and the audience constantly wanted more of something different. The audience enjoyed the instruments playing and the performance factor to our music video because it wasn’t ‘over-used’.

Evaluation: What have you learned from your audience feeback? Pt 2

We received some positive feedback about our main media product, for example the audience felt attracted to the changing of bright colours when the band were performing. They felt it complemented the pace of the music and overall feel to the song.

Another example of an element to our music video that our audience appreciated was the effects used in our music video, particularly focusing on the use of opacity with the shots used in the recording studio- showing the sound levels and main singer recording. The audience found these effects ‘interesting’ as it helped to act as a transition between different shots and also didn’t focus just on what shot, there was more for the audience to look at.

Evaluation: What have you learned from your audience feeback? Pt 1

To improve my media product of a music video I organised an audience feedback session, inviting members of our target audience which features teenagers from the ages of 14 to 18. We decided to invite this age range as the feedback would be the most effective as they are part of our target audience that we are trying to appeal to. Audience Feedback was given through what worked effectively with our Music Video (WWW) and what could we improve on in our Music Video (EBI). I felt the session was extremely useful to us as a production team as we heard directly from a part of our target audience what they felt attracted to and what they felt need more of or didn’t necessarily work.

Evaluation: How effective is the combination of your main product and ancillary task? Pt 4

I also combined the jig-saw idea at the end of the music video to my ancillary task which draws another direct link between the two.

I feel that my combination between my main product and my ancillary task is a strong connection due to the representation of the band. The idea of ‘madness’ is seen in the music video which is also seen in my ancillary tasks in particular in the inside cover of my DVD, as the inside cover is packed with images, different colours and different stamp patterns, which is extremely eye catching and creates a ‘mad’ persona to the product.

Evaluation: How effective is the combination of your main product and ancillary task? Pt 3

I feel another way I have effectively combined the two tasks is through the themes that are seen in the music video. I combined iconography from the music video featuring chequered squares and used them throughout the whole of my ancillary task. The conventional element of Ska was modernised with the use of colour placed on the chequered squares and a greater amount of squares.

Evaluation: How effective is the combination of your main product and ancillary task? Pt 2

Throughout the main product there is limited amount of performing in the video suggesting that the band are more focused on the image of the band rather than music. I wanted to emphasise this with my ancillary tasks but also show that music is also apart of the band.

Evaluation: How effective is the combination of your main product and ancillary task? Pt 1

The representation of the band is carried out through the Digi-Pack that features a music video and my ancillary tasks. Iconography can be used to combine the two but overall the combination can be complex to achieve. My most effective link between the music video and ancillary task is the use of colour. As the main product has challenged the conventions of Ska through the use of colour- I have done the same throughout my ancillary task. I have used bright colours in my ancillary task that are seen in the main product.

Evaluation: In what ways does your media product use, develop or challenge forms and conventions of real media products? Pt 6

After analysing the genetic conventions I then continued to analyse a number of CD covers in the genre of 2Tone Ska, including ‘The Specials’, ‘The Selector’ and also a Ska compilation album. From textually analysing these covers I recognised the conventions of the genre- the colours of black and white were used, chequered squares were dominate and a clear convention in all covers and the use of silhouettes were a common convention of the genre. The fonts on all covers were bold and extremely eye catching from the audience.

The 2Tone Ska conventions I followed for my DVD cover included the use of silhouettes- I took a photo of the band and change the colour overlay one to white and the other to black to use the convention of black and white as well. Another convention I used from the genre included the use of chequered squares however I decided to develop this convention by adding colour to the convention and developing it for a modern female audience in the age range of (14 to 18). The font I used was bold and eye catching like the genre of Ska but I decided to develop this further with bright colours appealing to my audience. My main idea to develop the conventions of the genre was the use of colour in my DVD cover. I then applied the ideas from my DVD cover to my magazine advert for the marketing of the product.

Here you can see the font and colours mentioned above -

Evaluation: In what ways does your media product use, develop or challenge forms and conventions of real media products? Pt 5

Before the creation of my ancillary tasks, I researched into the genetic conventions of album covers and magazine adverts for the marketing of the album. I analysed the conventions of a mainstream artists album cover which was ‘Jay-Zs’. From this research I was made aware of the common genetic conventions of a CD cover and back cover. These included the artists/bands album, album title, track-listings, barcode, record labels logo, format, copyright details and website addresses. I successfully followed the forms and conventions of a CD cover in this aspect.

Evaluation: In what ways does your media product use, develop or challenge forms and conventions of real media products? Pt 4

Another factor that shows my media product challenging the conventions of the Ska genre in the music video is the performance factor. We have the band performing in the music video but not as often as you would conventionally see it in bands belonging to the Ska genre. Although the band is present with close ups of the bands instruments and performing- which is a common in the genre, we haven’t embraced this and used it totally throughout our music video. We were focusing on matching the lyrics with footage to create a sense of narrative and humour for the audience. We decided to give our audience more by animating the lyrics with live action that would illustrate what the lyrics say. To break the conventions further we used stop motion animation which hasn’t been used before in the genre of Ska.

Furthermore, I followed 2Tone Ska’s forms and conventions throughout my media product through the use of chequered squares and also split screens throughout my music video. I wanted to start a new movement of genre, re-inventing genres for a modern audience.

Evaluation: In what ways does your media product use, develop or challenge forms and conventions of real media products? Pt 3

An extremely strong way that my media product challenges the conventions of the Ska genre is the image presented of my band. Ska is a male dominant genre with very little females present in the genre, so we wanted to break the conventions of 2Tone Ska and use an all female band. Influence came from ‘The Selector’, as band that features a main female vocalist as while as the Ska-Pop band that brought Ska to a modern audience in the 1990’s, ‘No Doubt’ which features a female main vocalist too. Creating an all female Ska band would modernise the genre completely and directly break the conventions of the male originated genre. As we are breaking the conventions with female members, I used elements that would complement the changing of gender for example the use of bright colours such as pink, purple and yellow featured in my music video as well as in my ancillary tasks.

Furthermore, in my ancillary task I had symbols of hearts and stars amongst other feminine elements that would challenge the genre of Ska, as these elements would have never been related to the genre. I am re-inventing the genre for a modern audience, developing the genre from a niche market to a more mass market. Taking direct personal inspiration for the indie pop girl band ‘The Veronicas’ .

Evaluation: In what ways does your media product use, develop or challenge forms and conventions of real media products? Pt 2

There are various ways my media products use, develop and challenge forms and conventions of real media products. I wanted to create a media product that develops and challenges the conventions of the Ska genre, modernising and re-inventing the genre for a current, contemporary audience. The main way I did this was through the use of colour, I challenged the conventions of Ska by moving away from the conventional black and white throughout the whole promotional package and replaced it with bright colours. Although black and white is still present in my media products, the eye catching bright colours dominant, emphasise the progression of the genre, moving the genre into pop -collaborating conventions of two genres.

Evaluation: In what ways does your media product use, develop or challenge forms and conventions of real media products? Pt1

Music Videos are a successful way of promoting music acts, marketing their image, sound and appeal to the audience. Music Videos are a strong way to focus on the representation of an artist or band. Along with Music Videos promotional products used to market acts and complete a marketing package include album covers, posters and other forms of merchandise. As part of my Preliminary task I created a Music Video, I also created a front and back cover to a DVD album, the inside cover to the album, a promotional magazine advert marketing the release of the album alongside other extra marketing materials - making up my Ancillary task.

Drawing from my audience research I decided to produce a Music Video with the chosen genre of Ska, with the sub genre of 2Tone. I created a Music Video in a group to the song ‘Baggy Trousers’ by Madness. Before the creation of my Music Video I undertook countless amount of research into the conventions of a Music Video. I analysed low budget Music Video to get a feel for what I could be producing with no budget behind my Music Video. I then researched into the common conventions of editing types that I might follow throughout my Music Video- Carol Vernallis Theory of the Kindest Cut, which is an argument into pop music videos relating to continuity and montage editing. I was then made aware of Bordwells and Thompson’s Theory with is applied to Music Videos, I researched into the four categories of the film editing which were Graphic, Rhythmic, Spatial and Temporal. Using these theories I analysed a Music Video by Radiohead “Rabbit In Your Headlights”. From this research I was made aware of the conventions of editing a Music Video that I would follow and challenge when producing my Music Video.

My music video follows form and conventions of a real media product- a music video in various ways. My media product conforms to the conventions of Bordwell’s and Thompson’s idea of Rhythmic editing. The editing of my music video matches the pace and tempo of the music used. Another form and convention that my product follows from a music video is the use of shots matching the lyrics of the music video- Illustration. I have achieved this however I did not create a set narrative throughout my music video, as I believe my audience would get ‘bored’ or uninterested in the video if we decided to create a set narrative to follow.

Another approach to my research into Music Video, I had to understand the forms and conventions of a Music Video’s as a media product. Before choosing my genre of music to produce a Music Video on, from my audience research I was made aware the three most popular genres of music amongst the audience who completed my questionnaire. I then analysed Music Videos from the genres of pop, rock and indie, to become aware of the conventions of these genres. I did the same analysis but into Ska Music Video’s so I was aware of the conventions I could use, develop and challenge with my music video.

See Research and Planning section of blog for evidence.