Why did you choose the text you are analysing?
- They all come from various genres and they are all sung by artists i like and had interesting videos and lyrics.
In what context did you encounter it?
- The internet- YouTube, TV etc.
Which conventions of the genre do you recognize in the text?
-Electro Pop, Indie Rock, Smooth Jazz
To what extent does this text stretch the conventions of its genre?
-All texts stretch by using the known conventions, instruments, technology etc.
What sort of Audience did you feel that the video was aimed at? (and how typical was this of the genre/style of music?)
-All the audiences it applies to. Wombats-Indie Katy Perry- Pop Paolo Nuitini- Jazz
What sort of person does it assume you are?
-The genre of the music played, Indie etc.
What assumptions seem to be made about your class, age, gender and ethnicity?
-There are always alot of assumptions made when someone releases a song, they have to take into account what class, age, gender and ethnicity they are to make sure they don't offend and that the song will be a success!
What interests does it assume you have?
-Generally the same as everyone else who likes the same genres, there are so many generalisations and stereotypes made against people who like a particular genre of music.
What relevance does the text actually have for you?
-None, but the lyrics are intriguing and interesting to listen to.
What knowledge is taken for granted?
-That not everyone is the same, everyone has different personalities even though they like the same genre of music.
To what extent do you resemble the 'ideal reader' that the video seeks to position you as?
-Not to a great extent, but i can be stereotyped like most people.
What responses does the video seem to expect from you?
-Good responses, as the artists wouldn't release a song if they didn't think it was going to be successful, the songs are all good.
How open to negotiation is your response? (are you invited, instructed of coerced to respond in particular ways?)
-Very open, i don't feel like i should be pressured into any particular style of response.
Is there any penalty for not responding in the expected ways?
No, but some people would find it offensive to respond differently to others, everyone's entitled to their own opinion, and not everyone is going to like every song that their favourite artist/band releases.
Thursday, 25 August 2011
The Wombats- Moving to New York
Genre Characteristics- Indie Rock/Pop Punk. Tempo's, chords and loud guitars mixed with pop melody, very diverse.
Relationship between lyrics and visuals? Yes. References to lack of sleep, lyrics tell a narrative, all merges.
Relationship between music and visuals? Yes. Music dictates the pace of editing, dances, facial expressions, body language etc. All seems to be very faced paced like the life style of living in New York- reference to name of the song etc.
Are there close-ups of the artist and star image motifs? Few CU's. When band is playing, CU's on lead singer throughout.
Reference to the notion of looking? Lead singer is easy on the eye but no direct reference to the notion of looking.
IS the video category amplification, disjuncture or illustration? Mainly amplification, lead singer is in the narrative telling/acting the story within the lyrics, whilst band are playing and shown throughout the video.
Katy Perry- California Gurls
Genre Characteristics- Pop/Electro Pop e.g the use and sound of specific technology/instruments
Relationship between lyrics and visuals? none really in the beginning, mostly towards the end of the song. Katy and dancers are referenced by costumes and lyrics etc.
Relationship between music and visuals? Much more of an obvious relation ship at the end of the song, Katy and dancers are perceived under the male gaze by the use of angles, camera shots and costumes etc.
Are there close-ups of the artist and star image motifs? Many close-ups on KP and female dancers, reference to the male gaze. Close up's on body parts, faces etc.
Any reference to the notion of looking? Many references, KP naked on a cloud, many mens idea of 'heaven' reference to male gaze, again. Snoop Dogg refers to an audience throughout the song.
Is the video category illustration, disjuncture or narrative? Narrative and disjuncture- KP in a fantasy candy world whilst singing about California, whilst Snoop initiates her route by throwing dice etc.
Thursday, 11 August 2011
Paolo Nutini- Pencil Full of Lead
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Genre Characteristics- Smooth Jazz/Pop e.g the pace and style of music, the instruments used and the unique style of Nutini's voice.
Relationship between Lyrics and Visuals- Dancers match obvious actions and movements to the lyrics being sang. E.g 'Button's to my coat and a sail for my boat' dancers act out unbuttoning a coat and the movement of sails on a boat, there is distinct reference to words shown through actions.
Relationship between Music and Visuals- The music quite obviously dictates the style and pace of the dance routine. E.g Dancers routine is fast paced like the song, the dance routine is not modern and uses steps which look like they were used in the 50's and 60's, which ties in with the genre of the music.
Are there close-ups of the artist and star image motif's?- Few CU's of Nutini at the very beginning of the song, show's he is made out of clay.
Reference to the notion of looking- all the way throughout the song, Nutini is slapped for acting inappropriately towards a dancer, the camera focuses on the dancers alot during filming, alot on specific body parts aswell, which refers to the constant use of male gaze.
Is the video category illustration, disjuncture or amplification? mostly amplification but the video shows parts of all 3, Nutini is made out of clay in the video which has no reference to the song.
Genre Characteristics- Smooth Jazz/Pop e.g the pace and style of music, the instruments used and the unique style of Nutini's voice.
Relationship between Lyrics and Visuals- Dancers match obvious actions and movements to the lyrics being sang. E.g 'Button's to my coat and a sail for my boat' dancers act out unbuttoning a coat and the movement of sails on a boat, there is distinct reference to words shown through actions.
Relationship between Music and Visuals- The music quite obviously dictates the style and pace of the dance routine. E.g Dancers routine is fast paced like the song, the dance routine is not modern and uses steps which look like they were used in the 50's and 60's, which ties in with the genre of the music.
Are there close-ups of the artist and star image motif's?- Few CU's of Nutini at the very beginning of the song, show's he is made out of clay.
Reference to the notion of looking- all the way throughout the song, Nutini is slapped for acting inappropriately towards a dancer, the camera focuses on the dancers alot during filming, alot on specific body parts aswell, which refers to the constant use of male gaze.
Is the video category illustration, disjuncture or amplification? mostly amplification but the video shows parts of all 3, Nutini is made out of clay in the video which has no reference to the song.
Friday, 8 July 2011
A2 Prelim Evaluation
1- Pre Production (story boarding/prop list etc)
The first part of the prelim task was to storyboard the music video, for this we needed to note down every element of the video including costume, angle, time of shot etc up to 1 minute 14 secs. For this you needed to be very patient as everything needed to be commented on and written down correctly so the shots, costume, angles etc all looked the same in the prelim as they did in the real one. For the story-boarding, i worked with a friend to make the process easier and faster to finish so we could get started on the prop/costume list, using the information from the story board we made a list of what every person needed to bring in for filming, for example: ties, guitars, shirts etc. so we were all prepared for filming in the next lesson. We also gave Dale the role of being director, so he gave out all the roles of who he wanted people to be in the video, and direct everything from who sat where, to who did what!
2- Production (filming etc)
The production stage was quite easy to get our heads round once we knew what we were doing, we had to be in our costumes before the lesson started so we could go straight in and start filming, the first bits of filming we did was of the teacher, like the extreme close ups of her eyes, and turning off the light switch etc, after that the 3 band members were filmed, the guys operating the camera had to film from the exact same angles as in the actual video so there was alot of moving around and re-positioning of people, we had 2 lessons to shoot both the interior and exterior of the video, we shot the interior obviously inside in the classroom, then the exterior just outside the library in a little courtyard, where the 3 band members and the 'class' had to dance and sing, the exterior took less time to do than the interior as there were less shots of people, and the main focus were the 3 band mates, it took quite a while for the 3 band members to jump and land at the same time though, which took up alot of time! The filming went as planned, we just then had to edit it into a proper music video!
3- Post production (editing footage etc)
I was away for this element of the process but i know the mac's were used to edit the footage, and that it took 2 lessons to do, we had to sync the music with the footage and make sure the shots and angles looked similar to those in the actual video.
The first part of the prelim task was to storyboard the music video, for this we needed to note down every element of the video including costume, angle, time of shot etc up to 1 minute 14 secs. For this you needed to be very patient as everything needed to be commented on and written down correctly so the shots, costume, angles etc all looked the same in the prelim as they did in the real one. For the story-boarding, i worked with a friend to make the process easier and faster to finish so we could get started on the prop/costume list, using the information from the story board we made a list of what every person needed to bring in for filming, for example: ties, guitars, shirts etc. so we were all prepared for filming in the next lesson. We also gave Dale the role of being director, so he gave out all the roles of who he wanted people to be in the video, and direct everything from who sat where, to who did what!
2- Production (filming etc)
The production stage was quite easy to get our heads round once we knew what we were doing, we had to be in our costumes before the lesson started so we could go straight in and start filming, the first bits of filming we did was of the teacher, like the extreme close ups of her eyes, and turning off the light switch etc, after that the 3 band members were filmed, the guys operating the camera had to film from the exact same angles as in the actual video so there was alot of moving around and re-positioning of people, we had 2 lessons to shoot both the interior and exterior of the video, we shot the interior obviously inside in the classroom, then the exterior just outside the library in a little courtyard, where the 3 band members and the 'class' had to dance and sing, the exterior took less time to do than the interior as there were less shots of people, and the main focus were the 3 band mates, it took quite a while for the 3 band members to jump and land at the same time though, which took up alot of time! The filming went as planned, we just then had to edit it into a proper music video!
3- Post production (editing footage etc)
I was away for this element of the process but i know the mac's were used to edit the footage, and that it took 2 lessons to do, we had to sync the music with the footage and make sure the shots and angles looked similar to those in the actual video.
Thursday, 7 July 2011
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