Applying narrative to your text - Music video
The song from the music video lyrically tells a narrative, which in this case is centred around the subject of love. The audience is placed in a position in which they are led to admire the singer, as the video consists of continuos images on her and the camera barely comes away from her. This automatically leads the audience to look at her, relate to her both in character and personality.
The narrative is organised and structed in time with the song as her expressions throughout the video compliment the music, making the lyrics one of the main focuses in the song, which reflects the artist professionally as it is the lyrics she wants people to connect with.
In AS I wanted my audience to connect with my artist both musically and in personality. This way I'm able to reach my target audience. I achieved this aim by constructing my character in a way that suited both audiences, for example the confident, assertive hip hop artist with the fashionista, stylistic girly girl side. This leads the audience to not stereotypically take upon their cultured view of a natural hip hop artist and to in fact, connect with the artist more and therefore be intrigued to know more.
In order to portray the narrative of the lyrics effectively I had to ensure I incorporated sound/music, mise en scene, editing and other technical features. Sound/music was literally just the music which consisted of different tempos, fast and slow parts, loud and quiet and a variety of instruments each which supported the lyrics in portraying the narrative and correct meaning. Mise en scene - reflects character. Editing - close up shots throughout, shots of Eve singing lyrics.
Closed narrative - end of lyrics, end of story.
In terms of lyrics, some link to the setting, with the water and the magical feel created within the music. Some lyrics were emphasised such as the high frequent word 'animal' but the main focus was placed upon the artist to create the 'star image'.
Mise en scene
The studio setting may aspire to the audience as they want to be 'like her' and be well known - like most people want to be, however this effect wasn't created purposely, it's merely there to emphasise that Eve T is upcoming and professional; therefore people should take her, and her music seriously without stereotyping.
The lake setting suggests innocence and puts the artist in a vulnerable position as we connote the outdoors with words such as freedom and innocence; however Eve is out on her own, which puts across this vulnerable image of a girl and perhaps reflects the industry she's in and how difficult it is - may reflect her journey into becoming a star - Roland Barthes 'The semantic code' - audience combines the location, artist and song together to create a batch of feelings and perhaps an emotional attachment to the artist even though Eve doesn't actually ask for help, the audience wants to. - Andrew Goodwin - mixture of amplification and disjuncture. - Steve Archer 'Videos tend to only suggest story lines and focus on fragments of the lyrics'.
Objective character identity - one characters point of view and story is shown...if the audience wants to know more about her...listen and watch more of her songs/music videos.
-Narrator and protagonist - she tells the lyrics and story in a way that she is leading and she is dominant - she is the main focus and she will tell her own point of view - reflects her strong character.
-Narrative and perhaps conceptual (Firth 1988)
Showing posts with label Section A. Show all posts
Showing posts with label Section A. Show all posts
Thursday, 17 May 2012
Friday, 11 May 2012
Wednesday, 9 May 2012
‘Media is communication’. Discuss the ways that you have used media language to create meanings in one of your media products.
My ancillary product poster can be interpreted in many ways by an audience; however I feel that I have conveyed by desired meaning successfully and have led my audience to interpret the poster in an effective and correct way through the use of signs, a discrete unit of meaning. In my poster both the text and images are signs.
John Fiske’s theory (1982) ‘denotation is what is photographed, connotation is how it is photographed’ applies specifically to my work and it is the connotations that have allowed me to create the correct meaning. The poster denotes a young girl posing confidently for a picture and her name is clearly centred horizontally across the page. The background is white, with a dull tone to it that is slowly being uncovered by a light from the top left hand corner. Also her clothing links directly with the text colour following the three colour scheme pallet. I feel that by incorporating all these denotes together allows the audience to then connote a lot more about the artist. For example the studio connotes professionalism, perhaps suggesting the artist is successful to have had a professional photo taken. As she is the main focus in the layout of the poster it suggests that she is important and popular. The burnt orange, gold and black colours could connote a hip hop/dance genre as they follow the stereotypical constructions of hip hop posters by being bold and bright. In turn, this with her confident pose again fits with the hip hop/dance genre and suggests aspects of her personality as well as her music. However in terms of mise en scene, her clothing portrays the artist as quite the fashionista as they are up to date and admirable as her clothes could suit a models outfit for a clothes advert. This again portrays different aspects of her personality. Aside from this the colours of them are still associated with the negotiated meaning of hip hop/dance. This mix suggests the artist’s character is slightly different than those stereotypical interpretations of a hip hop/dance character, suggesting that her style of music may too, reflect this and in turn this helps to reach a much wider audience. Also the light in the top left hand corner of the poster perhaps connotes the idea of being on stage, in the lights, performing, raising the question of whether she’s touring soon. It also may reflect that she’s something special and upcoming and is currently moving forward which creates the feeling of excitement. The artist’s body language is confident, but the smile makes her more likeable and welcoming as the audience don’t feel intimidated by her ‘star image’ that’s been created.
Considering anchorage, the chosen words construct specific meanings and I purposely chose them to communicate the main points of the poster. The word ‘Animal’ denotes a mammal; however it is also the name of the album and this is made clear to the audience as the artist’s name is placed underneath which follows an audience’s cultural knowledge of music posters layouts. As well as this it also connotes the style of character that the artist is and also the approach of her choice of music. Each exclamatory sentence on the left hand side connotes positive aspects of Eve’s character and music which again leads the audience to believe she is successful. Nothing on my poster actual says to the audience ‘This is a music artist’, it is in fact, the connotations the audience retrieves from the words on the page that tell the audience that she is. The list of music magazines, the album name and the record company all connote that she is a music artist. Additionally on the bottom left hand corner of the poster there is an apple which denotes merely that object; however our cultural and social knowledge of popular brand name ‘apple’ and ‘iTunes’ allow us to make cross links and be lead to understand it’s a music advertisement. All the words I have included on the poster have ideological meanings in its connotations and this has allowed me to successfully portray the correct meanings to the audience. As an example the colours orange, gold and grey could connote many other things and are polysemic; however due to our developed and agreed language culture with the specific words on the page allow the audience to make a judgement that the genre is hip hop/dance.
Considering Stuart Hall, ‘texts can be encoded by producers and meaning is decoded by audiences’, I feel this theory applies to my work as I have aimed to lead the audience to understand my intended meanings. However the way the audience decodes my text may differ despite my attempts to make the decodes specific and lead the audience. In some cases my intended decodes may overall be unsuccessful as it is each individuals own opinion and perspective that they create of the poster that make them decide whether they like the artist or not.
Friday, 4 May 2012
Thursday, 26 April 2012
Media Language
Lighting
Editing (special effects)
Sound (diagetic/non diagetic)
Camera shots
Camera angles
Setting (weather)
Mise en Scene (costume, styling, colour, house style (magazine), props)
Editing (special effects)
Sound (diagetic/non diagetic)
Camera shots
Camera angles
Setting (weather)
Mise en Scene (costume, styling, colour, house style (magazine), props)
Wednesday, 25 April 2012
Thursday, 29 March 2012
Tuesday, 20 March 2012
Using Conventions from Real Media Texts
Mediation - Encoding and Decoding, Open/Closed Text.
-Preferred meaning (Hall, 1980)
-Closed reading (Eco, 1981)
Macro Analysis
Pre-production: Ideology and Discourse (discussion or debate): Mediation of Ideas, Representation and Debates/Agenda
-what the meanings/messages were.
Production and Post Production: Form and Style: Postmodernism - Bricolage and Intertextuality, Medium and Genre, Narrative
-how the meanings/messages were communicated.
Micro Elements
What choices did you make in terms of the following in order to communicate your meaning to audience (mode of address and persuasion)?
In terms of mise en scene, her outfits were carefully picked, as well as her hair and makeup to reach and target her audience and make her an aspirational artist.
In terms of location and setting I created a link of my artist between the music video and ancillary products. As for camera work and editing, applying the two together enabled me to create fast, quick shots that varied from close ups, medium shots and long shots that were either hand held or on a tripod. The effect of combining these two encourages the audience to watch the video again to ensure they actually saw each shot, which is of course, increasing the viewing rate. Additionally the vast majority of close ups that include direct eye contact, engage the audience and create that level of connection between the two. Evidently the editing would correspond with the sound i.e. music; therefore the quick fast shots increased and decreased with the tempo and speed of the music and also the mood of that part of the song. For example at the beginning the facial expressions were more serious and confident and as the song began to build up the expressions became happy and therefore the mood/meaning changed.
Macro: Meanings and Messages across AS and A2 coursework
What was the purpose of your texts at AS and A2?
As I used the same artist for AS and A2, their purpose was similiar, however in A2 the purpose became a lot more detailed as the project was more intense and in depth. For example I had to ensure the artist served the purpose of reaching the target audience through a wider media outlet i.e. music video.
In AS I wanted the ensure my magazine came across as Hip Hop, and that it presented my artist successfully and persuaded the reader to look inside. I feel that the audience would've realised what genre the magazine was as I had interpreted the common colours, conventions and layouts of Hip Hop magazines into mine. This makes the genre more obvious as this is the social view or stereptype of the way Hip Hop magazines are. As well as this the masthead, the artist name and all the features on my front cover, I felt effectively came across as a professional magazine.
In A2 I developed my artist and had to make this clear through the video and ancillary products. I took advantage on the ancillary products to bring across elements from AS; however changed them appropriatly to suit my developed genre. In terms of the video I again ensured that elements from AS were brought across for example the fashionable, confident artist, however developed this in terms of song choice and setting.
Because of the genre change in A2, it meant that my target audience was now a lot broader than AS; however I used this to create a narrative of an established artist with a larger fanbase. I think the video is quite clear in meaning, however to present an even clearer narrative I ensured that the audience would be able to make links between each of the products I made. In terms of Roland Barthes I feel overall, my representation seemed 'natural' and 'common sense'.
What were you trying to communicate to the audience? What was the theme? What was the discourse (point of view/agenda debated) in your texts?
I took into account the hip hop genre and what style of music is successful in that genre. I then took into account where the gap was and this is where I got the idea of using an artist that doesn't 'look' like a typical hip hop artist. Considering Pastiche, I did copy some elements and conventions from products that I looked at as part of research to ensure I kept a running theme from my research and planning. However I then adapted and added elements to it to suit a person that I already knew....Eve.
I brought in her actual personality traits and interpreted them into the genre to create the overall artist. In AS I took into account society, and how the genre I had chosen is usually presented and this helped me create the background story (i.e. the interview in AS). In some ways the reader would decode these features as they appear familiar to them.
In A2, the intensity of the research increased therefore my reliance on real media products was a lot more so that I was able to create as close to a proffesional piece as I could.
In relation to the above, how can you be more specific in terms of generic conventions of your medium?
Stereotypical elements:
My whole project from AS to A2 followed a narrative and a story of my artist Eve T. I feel my text has a closed meaning as it does aim at a specific audience, follows a narrative and has a link between each of the products. In some ways it could be an open meaning as I've developed the artist instead of sticking to a 'stereotypical' view and therefore if the audience, for example, didn't read the interview or article about her, then they may not understand who she is as a person or her style of music. Therefore if they watch the video, it may come across as having many meanings that they are trying to understand due to them not knowing the 'background' knowledge. To overcome this I made clear links with Eve to her products and added promotional elements such as her website to encourage the audience to research into her.
What are they generic conventions of the media text you created? Which real texts did you research and adopt the same conventions as? Can you apply any of the editing theories to your work at AS/2?
-Preferred meaning (Hall, 1980)
-Closed reading (Eco, 1981)
Macro Analysis
Pre-production: Ideology and Discourse (discussion or debate): Mediation of Ideas, Representation and Debates/Agenda
-what the meanings/messages were.
Production and Post Production: Form and Style: Postmodernism - Bricolage and Intertextuality, Medium and Genre, Narrative
-how the meanings/messages were communicated.
Micro Elements
What choices did you make in terms of the following in order to communicate your meaning to audience (mode of address and persuasion)?
- Mise en scene
- Camerawork
- Editing
- Sound
In terms of mise en scene, her outfits were carefully picked, as well as her hair and makeup to reach and target her audience and make her an aspirational artist.
In terms of location and setting I created a link of my artist between the music video and ancillary products. As for camera work and editing, applying the two together enabled me to create fast, quick shots that varied from close ups, medium shots and long shots that were either hand held or on a tripod. The effect of combining these two encourages the audience to watch the video again to ensure they actually saw each shot, which is of course, increasing the viewing rate. Additionally the vast majority of close ups that include direct eye contact, engage the audience and create that level of connection between the two. Evidently the editing would correspond with the sound i.e. music; therefore the quick fast shots increased and decreased with the tempo and speed of the music and also the mood of that part of the song. For example at the beginning the facial expressions were more serious and confident and as the song began to build up the expressions became happy and therefore the mood/meaning changed.
Macro: Meanings and Messages across AS and A2 coursework
What was the purpose of your texts at AS and A2?
As I used the same artist for AS and A2, their purpose was similiar, however in A2 the purpose became a lot more detailed as the project was more intense and in depth. For example I had to ensure the artist served the purpose of reaching the target audience through a wider media outlet i.e. music video.
In AS I wanted the ensure my magazine came across as Hip Hop, and that it presented my artist successfully and persuaded the reader to look inside. I feel that the audience would've realised what genre the magazine was as I had interpreted the common colours, conventions and layouts of Hip Hop magazines into mine. This makes the genre more obvious as this is the social view or stereptype of the way Hip Hop magazines are. As well as this the masthead, the artist name and all the features on my front cover, I felt effectively came across as a professional magazine.
In A2 I developed my artist and had to make this clear through the video and ancillary products. I took advantage on the ancillary products to bring across elements from AS; however changed them appropriatly to suit my developed genre. In terms of the video I again ensured that elements from AS were brought across for example the fashionable, confident artist, however developed this in terms of song choice and setting.
Because of the genre change in A2, it meant that my target audience was now a lot broader than AS; however I used this to create a narrative of an established artist with a larger fanbase. I think the video is quite clear in meaning, however to present an even clearer narrative I ensured that the audience would be able to make links between each of the products I made. In terms of Roland Barthes I feel overall, my representation seemed 'natural' and 'common sense'.
What were you trying to communicate to the audience? What was the theme? What was the discourse (point of view/agenda debated) in your texts?
- AS - A Hip Hop artist that had the stereotypical attitude, music and 'background story' but also a fashion icon to engage a wider audience. Someone whose admired and aspired to which differs her from 'stereotypical' hip hop artists.
- A2 - An established artist with a wider range of music and fan base. Dance theme.
- Discourse - An artist started off, gaining a fanbase, widering publicity through media and becoming esablished.
- AS - hip hop fans, female/teenage fans. Make her come across as a strong women who is admired.
- A2 - wider fan base (dance genre). Present her as established and recognisable.
I took into account the hip hop genre and what style of music is successful in that genre. I then took into account where the gap was and this is where I got the idea of using an artist that doesn't 'look' like a typical hip hop artist. Considering Pastiche, I did copy some elements and conventions from products that I looked at as part of research to ensure I kept a running theme from my research and planning. However I then adapted and added elements to it to suit a person that I already knew....Eve.
I brought in her actual personality traits and interpreted them into the genre to create the overall artist. In AS I took into account society, and how the genre I had chosen is usually presented and this helped me create the background story (i.e. the interview in AS). In some ways the reader would decode these features as they appear familiar to them.
In A2, the intensity of the research increased therefore my reliance on real media products was a lot more so that I was able to create as close to a proffesional piece as I could.
In relation to the above, how can you be more specific in terms of generic conventions of your medium?
Stereotypical elements:
- AS - Colour scheme, poses of photos, layout of the magazine.
- A2 - Photos, shots in videos, effects in videos e.g. a mix of fast and slow editing.
My whole project from AS to A2 followed a narrative and a story of my artist Eve T. I feel my text has a closed meaning as it does aim at a specific audience, follows a narrative and has a link between each of the products. In some ways it could be an open meaning as I've developed the artist instead of sticking to a 'stereotypical' view and therefore if the audience, for example, didn't read the interview or article about her, then they may not understand who she is as a person or her style of music. Therefore if they watch the video, it may come across as having many meanings that they are trying to understand due to them not knowing the 'background' knowledge. To overcome this I made clear links with Eve to her products and added promotional elements such as her website to encourage the audience to research into her.
What are they generic conventions of the media text you created? Which real texts did you research and adopt the same conventions as? Can you apply any of the editing theories to your work at AS/2?
Saturday, 17 March 2012
Digital Technology: What skills did we learn
Software in AS
With the use of Photoshop I was able to include and create all the conventions applicable in a magazine in a professional manner. I could upload and edit images in which I then transferred to my magazine to further edit. I was able to reposition, change settings, edit and then re-edit, add fonts etc.
What crop tools did you use?
To get my font I looked at dafont.com which has a variety of fonts to choose from. I had to take into consideration the magazines I had looked at as part of inspiration in terms of my genre as the fonts used on them reflect the type of font I should use to create my own successful piece. With taking my inspiration into account I would be sure that I was reaching my target audience. With a variety of fonts in mind, I then narrowed them down by testing them on my magazine via Photoshop to see overall, what it looks like. When finding suitable fonts that complement each other on the front cover, contents and dps, I then coloured them using Photoshop based on the 3 colour palette I had already selected.
How did you use Photoshop to aid your house style?
The benefit of Photoshop is that you could try and test different layouts, structures and positioning of elements on my work and this was a vital part of the research and planning stage in AS. Photoshop allowed me to use any necessary lines or boxes through the shape tool. I was also able to select the colours on Photoshop and change them if necessary.
How did you manipulate photographs?
Using layers was difficult at first however it allowed me to manipulate and edit each part of my magazine effectively and easily. I could adjust every feature on my page without having to select all the elements and I could pick and choose and re-edit throughout the development process.
-Took photos, edited them. -Created my article ready to be placed. -Created all the necessary fonts, boxes etc and then put the DPS together.
As a first draft I created many different versions of my DPS so that I could gain feedback on which had the most effective layout and portrayed the right image/genre. I based my designs on real life products so that I could get a generalisation of what's professional and what suits my genre. With this I learnt the common conventions of print magazines such as the golden spiral (for photos), masthead, subheading, interviewer, magazine name, page name, page number, further magazine details, other relevant topics and article.
How did you ensure layouts (for house style) were the same? How did you engage with print conventions - not using more than two fonts. Did you look at contrasting fonts and juxtaposition of elements on a page?
To ensure the layouts were the same I made a template in which I could refer to. I took into account print conventions and applied them to my magazine E.g. not using more than two fonts and others referred to in previous question above. I looked mainly at fonts that complement each other, due to the fonts of my genre not being very stylistic it'd be too risky to use contrasting fonts and elements therefore I chose to keep mine professional.
How did you blog help in terms of audience feedback?
Blogger allowed individual comments to be posted on specific blog posts by those who follow you. This feedback was essential and greatly beneficial in terms of getting quick and direct feedback from your peers and the potential target audience. Throughout the research and planning process in A2 I had made various short clips as part of my market research for the audience and as well as this I brought in many technologies to present my work through. Such programs involved Windows Movie Maker in which I filmed and edited my clips for example interpreting transitions and writing into the clips. Additionally in some filming I layered audio on top of my clips.
Which editing software did you use to edit your music video?
To begin with I had started using Premier Pro and After Effects to edit my video which I felt I adapted to quite quickly; however the process was long, especially in terms of 'rendering' the footage. As half way through the process I got a Mac, I felt it would be a lot more safer to use iMovie as the Premier Pro was only a 30 day trial; therefore I couldn't rely on it. Although this did come with the sacrifice of being unable to use After Effects.
I found iMovie more difficult to adapt too as I was so used to Premier Pro; therefore the process again took longer. Using timeline did make it easier as you could cut and edit; however I found the process of editing each individual clip was long and I did find it difficult. However I feel my skills did improve as I went along as I was able to create quick, jump cuts and further edits that went with the music. If I was able to make another music video I feel that my developed skills would be a lot more obvious. To make sure the audio matched my video footage, I had already labelled each shot drawn out with the seconds in the song to make it easier and quicker for me to match clips up.
Think about...
-the pros and cons of the software and hardware at AS in terms of skills development
-the pros and cons of the software and hardware at A2 in terms of skills development
-how did you use your AS digital technology skills to aid the construction of your ancillary task at A2
-the pros and cons of developing skills from AS print to A2 video production
- Adobe Photoshop (image manipulation)
With the use of Photoshop I was able to include and create all the conventions applicable in a magazine in a professional manner. I could upload and edit images in which I then transferred to my magazine to further edit. I was able to reposition, change settings, edit and then re-edit, add fonts etc.
What crop tools did you use?
- Marquee
- Lassos
- Red Eye Corrector
- Colour variations
- Colour dropper
- Dodge
- Burn
- Brightness/darkness settings
- Contrast settings
To get my font I looked at dafont.com which has a variety of fonts to choose from. I had to take into consideration the magazines I had looked at as part of inspiration in terms of my genre as the fonts used on them reflect the type of font I should use to create my own successful piece. With taking my inspiration into account I would be sure that I was reaching my target audience. With a variety of fonts in mind, I then narrowed them down by testing them on my magazine via Photoshop to see overall, what it looks like. When finding suitable fonts that complement each other on the front cover, contents and dps, I then coloured them using Photoshop based on the 3 colour palette I had already selected.
How did you use Photoshop to aid your house style?
The benefit of Photoshop is that you could try and test different layouts, structures and positioning of elements on my work and this was a vital part of the research and planning stage in AS. Photoshop allowed me to use any necessary lines or boxes through the shape tool. I was also able to select the colours on Photoshop and change them if necessary.
How did you manipulate photographs?
- Sharpening
- Blending
- Brightness/darkness
- Contrast
- Eraser tool
- Shadow effects
Using layers was difficult at first however it allowed me to manipulate and edit each part of my magazine effectively and easily. I could adjust every feature on my page without having to select all the elements and I could pick and choose and re-edit throughout the development process.
- Desk Top Publishing -DTP
-Took photos, edited them. -Created my article ready to be placed. -Created all the necessary fonts, boxes etc and then put the DPS together.
As a first draft I created many different versions of my DPS so that I could gain feedback on which had the most effective layout and portrayed the right image/genre. I based my designs on real life products so that I could get a generalisation of what's professional and what suits my genre. With this I learnt the common conventions of print magazines such as the golden spiral (for photos), masthead, subheading, interviewer, magazine name, page name, page number, further magazine details, other relevant topics and article.
How did you ensure layouts (for house style) were the same? How did you engage with print conventions - not using more than two fonts. Did you look at contrasting fonts and juxtaposition of elements on a page?
To ensure the layouts were the same I made a template in which I could refer to. I took into account print conventions and applied them to my magazine E.g. not using more than two fonts and others referred to in previous question above. I looked mainly at fonts that complement each other, due to the fonts of my genre not being very stylistic it'd be too risky to use contrasting fonts and elements therefore I chose to keep mine professional.
- Weblogs
How did you blog help in terms of audience feedback?
Blogger allowed individual comments to be posted on specific blog posts by those who follow you. This feedback was essential and greatly beneficial in terms of getting quick and direct feedback from your peers and the potential target audience. Throughout the research and planning process in A2 I had made various short clips as part of my market research for the audience and as well as this I brought in many technologies to present my work through. Such programs involved Windows Movie Maker in which I filmed and edited my clips for example interpreting transitions and writing into the clips. Additionally in some filming I layered audio on top of my clips.
- Hardware AS
- Hardware A2
Which editing software did you use to edit your music video?
To begin with I had started using Premier Pro and After Effects to edit my video which I felt I adapted to quite quickly; however the process was long, especially in terms of 'rendering' the footage. As half way through the process I got a Mac, I felt it would be a lot more safer to use iMovie as the Premier Pro was only a 30 day trial; therefore I couldn't rely on it. Although this did come with the sacrifice of being unable to use After Effects.
I found iMovie more difficult to adapt too as I was so used to Premier Pro; therefore the process again took longer. Using timeline did make it easier as you could cut and edit; however I found the process of editing each individual clip was long and I did find it difficult. However I feel my skills did improve as I went along as I was able to create quick, jump cuts and further edits that went with the music. If I was able to make another music video I feel that my developed skills would be a lot more obvious. To make sure the audio matched my video footage, I had already labelled each shot drawn out with the seconds in the song to make it easier and quicker for me to match clips up.
Think about...
-the pros and cons of the software and hardware at AS in terms of skills development
-the pros and cons of the software and hardware at A2 in terms of skills development
-how did you use your AS digital technology skills to aid the construction of your ancillary task at A2
-the pros and cons of developing skills from AS print to A2 video production
Wednesday, 14 March 2012
Post Production
6 Post Production choices you made for your main task/ancillary tasks at A2
Media Language
Use of Photoshop, iMovie, animoto, Adobe Premier/After Effects for both the music video and the ancillary tasks. I developed the ancillary products on Photoshop in such ways to present her as a dance artist by sharpening the photo taken using the sharpen tool on Photoshop.
Representation
Representing Eve as a proffesional, realistic artist that would reach a broad target audience rather than niche. Using her in both the music video and ancillary tasks to allow the audience to make the link between each product; therefore enforcing her image and making her easily recognisable. Also the use of poses, expression and mise en scene in both the video and ancillary products allowed me to represent her genre and be admired by her target audience. As an example during the editing process in the video I enhanced the brightness and added slow motion and fast effects to exaggerate my artist and her genre of music.
Narrative
Linking both the music video and ancillary products to create a common theme and narrative.
Audience
After gaining feedback from a possible target audience I made some changes to suit their opinions and advice for example re-editing photos and the layout of the ancillary tasks.
Genre
A post production change that I made to suit my genre is the pictures used for the ancillary products. After gaining feedback I chose to change the pictures used in order to suit the stereotypical strong, dominant photo's portrayed through my chosen genre.
Media Language
Use of Photoshop, iMovie, animoto, Adobe Premier/After Effects for both the music video and the ancillary tasks. I developed the ancillary products on Photoshop in such ways to present her as a dance artist by sharpening the photo taken using the sharpen tool on Photoshop.
Representation
Representing Eve as a proffesional, realistic artist that would reach a broad target audience rather than niche. Using her in both the music video and ancillary tasks to allow the audience to make the link between each product; therefore enforcing her image and making her easily recognisable. Also the use of poses, expression and mise en scene in both the video and ancillary products allowed me to represent her genre and be admired by her target audience. As an example during the editing process in the video I enhanced the brightness and added slow motion and fast effects to exaggerate my artist and her genre of music.
Narrative
Linking both the music video and ancillary products to create a common theme and narrative.
Audience
After gaining feedback from a possible target audience I made some changes to suit their opinions and advice for example re-editing photos and the layout of the ancillary tasks.
Genre
A post production change that I made to suit my genre is the pictures used for the ancillary products. After gaining feedback I chose to change the pictures used in order to suit the stereotypical strong, dominant photo's portrayed through my chosen genre.
Sunday, 11 March 2012
Post Production
Detail the progression you made post production...
My first introduction to filming and editing was when I first started the Media Studies course in year 12. At the beginning of the course we made both a preliminary magazine and short video. Considering the magazine we had to make a basic school magazine front cover and the progression of this to the final magazine task was significant. My skills on the use of Photoshop improved and developed quickly, allowing my creativity to be presented more professionally. I became more aware of the features I had to include and how to incorporate them into my magazine efficiently through the use of Photoshop. I developed from making a front cover, contents page and double page spread to a CD digipack and magazine advert in A2. As an example I used a sharpening and brightening tool in AS to define my artist more and to make the cover bolder to appeal to the audience. In A2 I continued to use the same technique however I used the burnt tool to darken some of the colours as this represents the genre of music I've chosen.
In AS we also make a short 2 minute film of a conversation that we had to edit and this was my first introduction to post production regarding filming. Although editing a video is a lot more advanced than photoshop I still feel that my skills in using digital technology to present my work creatively have developed from the short video in A2 to a music video in A2. I became more aware of what technologies there were that I could use and I adapted to them to ensure I was editing my work to my best ability. For example in AS we didn't include effects as we focused mainly only cutting shots and making them flow well together. Whereas in A2 I furthered my skills by using brightening effects to present professionalism in the studio shots as this is common in videos and it also presents my artist as professional and established. As well as this I used effects such as slow motion and also speed up as the quick, fast shots are a common generic convention of my style of music/music video. I was also able to further use these skills in my evaluations, as I used the same technology to present an answer to a question which I feel presents my skills of post production editing.
I took into account media language such as the Mise en scene; for example the clothing and what this connotes and also editing and the possible techniques I could use and what this also presents. For example the fashionable clothes present my artist as a style icon which aspires to her target audience. I was also aware of representation in terms of presenting my artist Eve as dominant, admirable and inspirational to the audience which is key in reaching them. Also I took into account the audience's perspective ensuring I was making Eve popular. I encouraged my audience to make the link between the ancillary products and the music video; therefore specifically chose to focus on just Eve in the video to help the audience make the links. In terms of insitutions I looked at record labels to help find the suitable one to use for my digipack. This is a common feature on digipacks therefore i chose to include it to add proffesionalism and a realistic element.
My first introduction to filming and editing was when I first started the Media Studies course in year 12. At the beginning of the course we made both a preliminary magazine and short video. Considering the magazine we had to make a basic school magazine front cover and the progression of this to the final magazine task was significant. My skills on the use of Photoshop improved and developed quickly, allowing my creativity to be presented more professionally. I became more aware of the features I had to include and how to incorporate them into my magazine efficiently through the use of Photoshop. I developed from making a front cover, contents page and double page spread to a CD digipack and magazine advert in A2. As an example I used a sharpening and brightening tool in AS to define my artist more and to make the cover bolder to appeal to the audience. In A2 I continued to use the same technique however I used the burnt tool to darken some of the colours as this represents the genre of music I've chosen.
In AS we also make a short 2 minute film of a conversation that we had to edit and this was my first introduction to post production regarding filming. Although editing a video is a lot more advanced than photoshop I still feel that my skills in using digital technology to present my work creatively have developed from the short video in A2 to a music video in A2. I became more aware of what technologies there were that I could use and I adapted to them to ensure I was editing my work to my best ability. For example in AS we didn't include effects as we focused mainly only cutting shots and making them flow well together. Whereas in A2 I furthered my skills by using brightening effects to present professionalism in the studio shots as this is common in videos and it also presents my artist as professional and established. As well as this I used effects such as slow motion and also speed up as the quick, fast shots are a common generic convention of my style of music/music video. I was also able to further use these skills in my evaluations, as I used the same technology to present an answer to a question which I feel presents my skills of post production editing.
I took into account media language such as the Mise en scene; for example the clothing and what this connotes and also editing and the possible techniques I could use and what this also presents. For example the fashionable clothes present my artist as a style icon which aspires to her target audience. I was also aware of representation in terms of presenting my artist Eve as dominant, admirable and inspirational to the audience which is key in reaching them. Also I took into account the audience's perspective ensuring I was making Eve popular. I encouraged my audience to make the link between the ancillary products and the music video; therefore specifically chose to focus on just Eve in the video to help the audience make the links. In terms of insitutions I looked at record labels to help find the suitable one to use for my digipack. This is a common feature on digipacks therefore i chose to include it to add proffesionalism and a realistic element.
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