Production timetable version 1

December 2015

Production

This part is the filming of the music video. Differently from the other sections of this project, production will not have a set schedule. This is because it is up to me to arrange meetings with crew and actor so that we can all compromise on a date.

The plan

I have between 16th December 2014 and 23rd January 2015 to complete this section. I will complete this section by obtaining all necessary footage for my music video.

I have 5 weeks for this section, and have a minimum target of 25 hours.

My main objectives are to get in contact with my crew to schedule days to film, and to document what I have done.

Decision making 2

This evening I spent an hour or so with Colin in his studio discussing musical choices. After making my decision about my next steps previously, it seems we have encountered another problem...

I went to discuss how the track by Slushy can be developed, however it turns out that after analysing the track, Colin is unable to complete work on it because of the limitations of the separate programs each artists use.
He also made it clear that some fundamental elements, including excessive compression, need to be altered so that the tune is consistent throughout; for that to be done the tune needs to be reverted back to its original form, broken down into each sound on its starting program (FL Studio). This would mean getting it back to Slushy and asking him to re-do it.

Both artists are severely pushed for time with my project deadline now, as I am half way through the pre-production stage I want a track complete ASAP (i.e. by the end of the week), and as they have their own personal commitments over the next few weeks, it is not possible to demand this song being finished.

Next Steps

Because of this news, Colin has helped me by providing me with more of his personal tunes which are all complete and ready to go. He has also offered to make a track for a video, so that he will be creating the music for what ever I shoot.

Trying to be authentic, I have accepted his tunes in the hope that for the rest of this section, I can be inspired to create a video for one he has already made, and use it for my project. This would be ideal.

If, for some reason I need back up, I will accept his offer for him to design my tune.

Other

Posted on Facebook to recruit people interested in acting in music videos, even though the topic is, so far, unspecified.

TOTAL TIME SPENT ON THIS DAY: 3 hrs

Decision making

Last week was very difficult because I realised that I need to speed up the process and now I am feeling the pressure!

Solution to my problem...

The option I have decided on is the first one: to accept the track and immediately start work on music video planning. I am currently trying to get hold of my two artists to let them know this, and to arrange the next meeting so that they can adapt the selected track (trying drum and bass) and finalise its structure so that I can plan my video.

I have decided it doesn't matter that the track has not immediately inspired a strong image, because these things do take time. Plus, having some time over the weekend had helped me, and I have had a few thoughts.

I have also realised that as long as we work on the track together to get things going at a better pace, more ideas will come to us all. I am looking forward to hearing what thoughts the music provokes in the artists themselves, and I hope to reflect that in my music video.

How I've used my time today

This morning I have spent a bit more than 2 hours reviewing and condensing notes from my last two blogs, as well as typing up this one and contacting my clients. I've also bee brainstorming my musical and visual ideas for the adaptation of Slushy's second track.

I will keep ya'll posted.

Friday client meeting - with Colin

Today:

• Slushy unable to join us due to work commitments
• Colin and I spent the evening discussing and listening to Slushy's tune
• Aim: to acquire a track suited for music video production; along the lines of pop, happy/light mood, 'bubblegum', fun and bouncy
• PROBLEM is where to go next, see option further down v

Musical options from Slushy

Initial thoughts were that Slushy's two tracks were impressive, had massive potential, and could also do with further development.

Track 1 is really punchy - it is a really great idea but it is too intense for what I am looking for (I don't feel I'll be able to produce a video for it).

Track 2 is jazzy and groovy. It is upbeat and accessible but might be a bit too slow/soft; Colin suggests transforming into drum and bass for a different effect to weigh out the mood of the tune. Apart from lacking a poppy, bubble gum tone which we all agreed to aim for, it is a good track.

Discussions

We discussed representation in music videos again because it is particularly important in my project as I want to portray my music video in good light so that my artists are positively associated with it, and they get what they want out of it. For example, there is no use making a video about a female rapper when both of my clients produce a completely different type of music:

It has to be relevant for their target audience in some way, shape or form (this is where my Research section comes in well).

We discussed how videos make people feel; the focus of the topic being gratification - specifically in which the way a music video with crowds of people enjoying the music of the artist makes viewers feel engaged and involved in this popular focus.

We also spent time discussing how music is empowering to the core, how it helps memory, evokes emotions, what it makes us think about, and how it allows human beings to marvel at the natural world.

Options

Neither track was quite what I am looking for to develop for an ideal music video shoot (Problem encountered) so I have thought up three options to make the next moves:

1. I stop being picky and accept a track, immediately starting work on music video planning, even though the tracks haven't evoked very strong ideas so far
2. I press on with the tracks that we have, continuing the original plan which is for the two artists to finalise a track together by their own means and incomplete ideas, with myself as the project overseer.
3. I discuss with the artists about ideas, themes and unique selling points that I can display visually in my footage, and start working towards a shoot without the music, so that they can create the music for my footage (the opposite way round to my plan).

WHAT TO DO?

Option one appears to be the most logical, as it requires the artists to only do some touch ups on the selected track and finalise it for me; but I personally don't feel they are quite what I want as I haven't felt they strongly evoke any video ideas. Yet.

Option two is risky because it requires more time and this means the project will more than likely over run - bear in mind I am already half way through the Pre-production stage - but it means that I will probably get a better outcome on the musical side.

Option three seems to be some form of a compromise between the options because it means I can get straight on with focusing on the video (the next step) which is important.

I need to have a think about these options, so I will come back to them next time.

TOTAL TIME SPENT: 4 hours

Brief client meeting and recap

Affairs:

• 30 mins spent going over the Research section to correct any mistakes and finalise details
• 30 mins spent on developing and creating a more detailed 'Time keeping' post
• Spent a couple of hours with DJ Play, general music discussion (waiting for Slushy response about next meeting etc)
• Next meeting hopefully this Friday 28th

Problem: I have noticed that when I view my blog, parts of it in subtly different formats have altered the text's appearance, so it is not consistent (some areas are different coloured or sized text). In order to fix this I will have to spend time reformatting it, or somehow retyping it. I plan to combat this problem at a later date, towards the end of this project, where I have time to review my work. In the mean time I will keep an eye out to make sure I do not upset any more of the text formatting (inserting text/links etc.).

TOTAL TIME SPENT: 3hrs

First client/artist meeting

Affair:

• Initial meeting with clients/artists

This evening we had all met up and had a music video discussion, main points on our agenda (with Slushy + DJ Play/Colin) are as follows:

• Artist are keen on producing a track specifically for my task; for that reason, I have requested that, instead of starting from scratch, they use their individual incomplete track ideas to be remixed by each other so that they can work to the deadline without it being impossible to achieve a full track in time
• My role is the project manager/overseer
• As Colin has many more years of experience in sound engineering he has agreed to allow Slushy the majority of creative input, so Colin's role will focus more on the final production and quality of the track
• Deadline for tune (started by 28th Nov and must have a finalised structure by end of pre-production, which is the 12th Dec)
• Expectations if the tunes needs more work: clients must decide on solid a structure to build video ideas around so that there is a clear idea for the shoot
• Discussion of the audio files and formats; how artists will share their files to produce the track most efficiently
• Artists share their views and their sounds/music; showing how they use techniques and make sounds on FL studio, hearing Slushy's music on Soundcloud and Colin's on his laptop
• Discussing mood, theme and tone of the tune to be put together. 
• Ideas about shooting, and (very important) how we all want to represent ourselves as artists
• How clients will benefit from this project

Next time on our agenda:

• Tune needs to be developed
• Solidify ideas for a video

TOTAL TIME SPENT: 3 hrs

Clients and meetings

Tasks:

• Choose my local artist (my client!) and get in contact with them
• Arrange a meeting

Today I have got into contact with the two artists I wish to use: they are Slushy and DJ Play (Colin G Chalkley). I know them as they are local.

They wish to combine ideas, collaborating to make an ideal track for this project - I am very pleased!

I have also expressed that there is a time limit, and we are pushed for time as this section is just four weeks long, and that includes all pre-production aspects (which means the track needs to be complete with an idea and story board all ready to go!).

Presented with this task, they have enthusiastically agreed.

Our meeting will be at the end of this week.

TOTAL TIME SPENT: 2 hrs

Pre-Production timetable version 1

Pre-production consists of preparation for the music video shoot. I have from 14th Nov to the 12th Dec - 4 weeks, 20 hours, excluding the first date which is a switch between the two sections.

November 2014

14th - Start of Pre-Production and finalisation of Research (the survey!)

• Make this plan and type it up on blog
• Remake my survey on another site to finish the Research section completely

18th - Choose my local artist (my client!) and get in contact with them

• Arrange meeting

21st - Initial meeting with clients/artists

25th - Meeting with clients throughout the week for ideas and sounds

28th - Ideally clients tune ideas will be established

• Pitching a vague premise based on mood and discussing ideas
• Start story boarding where possible

December 2014

2nd - (Milestone One,1st December) Client's tune should start to take shape

• Developing premise further
• Ideally begin story boarding and shot list

5th - Tune should have taken shape, ready for ideas of video to be built around

• Story board and shot list development
• Recruiting actors/crew if necessary
• Finding locations

9th -Complete detailed story board and shot list

• Suggestion of dates and times for the shoot, tell crew/actors
• General final preparations

12th - Final allocated slot for pre-production

• Last minute preparations ready for first shoot

Start of Pre-Production and finalisation of the Research section

Tasks:

• Make plan for this new section
• Remake my survey on another site to finish the Research section completely

PROBLEM CONTINUES: Last time I gave up on SurveyMonkey, because it limited what I could do with my survey and did not allow me to complete it. 

This time, I spent a while trying to find a different site. I chose two new sites; kwiksurveys and freeonlinesurveys. Looking for something better than my previous experience, where its features would all be free, I was dissapointed yet again.

Both of these sites, although they did not appear to before I signed up, limited features I wanted to use and asked for money to continue use.

Outraged at this, I attempted to cancel my useless survey making accounts. Only 2/3 were deleted.

SurveyMonkey, as I found out via Google, will not give you any way to officially delete your account unless you formally request it in an email.

I have unlinked my Google plus account from the site and sent an email.

BUT - I found hope. A friend suggested Google forms, and, as a last resort, I tried it. It worked! Horah! Here is the link:

http://goo.gl/forms/fZbE9gZ8TA

I have recieved 20 responses so far, and I am please with this outcome.

There are 17 general questions to get people thinking about music videos, and to give me some insight into what their views are about them. I shared the 'form' over Facebook, so the participants consist mainly of family and friends, and friends of friends, since I was lucky enough to get a few shares.

TOTAL TIME SPENT: 2 hrs

Visit to Cambridge Libraries

11th - Visit Cambridge Libraries, from 10:30 to 13:00

• Go to Cambridge Libraries to obtain interesting quotes to add to Genre and Representation investigations
• Update my blog entries with the information, and also with responses to primary research

Problem: Arriving at 10:30 on the dot, and departing after 11, my trip to the library was, surprisingly, unsuccessful. I asked at the help desk on the main floor and on the top floor in the BFI section if they had any books relating to media, music video production or similar. The one and only book they were meant to have which was relevant wasn't available. Leaving town, I went back to the LRC at college and found more than 10 books relevant to my chosen area of study. I couldn't help but take more notes than probably necessary, since what I read is of such interest.

This is what I found;

Topic: Representation, author's view on music videos, influence of music videos

Book: Music & Youth Culture (2006)

Author: Dan Laughey

Quotes: 

Page 48, "[...] the homologous bodily manifestations of Jonathon Epstein's (1998) crudely labelled Generation X are couched in the same characteristics and manifestations of subcultural style - tattoos, body piercing, grunge music, drug use, long 'punk' hairstyles - without detailing any differential permutations in the deployment of these characteristics beyond their media-generated stereotypes."

Notes: Example of how negative representation leads to bad assumptions and stereotyping. Limiting people's perception of somebody dressed similarly because of the assumptions made about that group.

Page 93, "MTV [...] subtly targets music videos - which function as low art forms like advertisement - that pastiche forms of high art such as film noir to youth audiences who are required to acquire skills in detecting these intertextual moments. (1991:69)"

Notes: This clearly states Laughey's view of music videos; that they lack in skill and borrow from more skilled art forms.

Page 116, touches on the "complexities of audience reception," mentioning Katz et al. 1974 'uses and gratifications' theory, and Halls 1992 'encoding and decoding'.

Page 187, "Radically contextual narratives on music media influences only occasionally include persona declarations of being influenced by global cultural practices. [...] Perceptions of media influence on the clothing fashions of other youth practitioners also articulate a sense of radical contextualism [...] Amy  remembered the reaction to Geri Halliwell's public appearance dressed in a butterfly top: 'every shop started selling it[...]"
Notes: This is an example of how the media, influences people. It can be applied to music videos too.

Topic: Genre

Book: Media & Film Studies handbook (2007)

Author: V.Clark, P.Jones, B.Malyszko, D.Wharton

Quotes:

Page 88, "a genre is a loose category or classification of media product (e.g. tabloid newspaper, soap opera, science fiction film). Classification into one genre or another is governed by codes and conventions, and each has its own more or less obvious iconography. The codes and conventions of a genre refer both to the cultural signals contained in the text, and to the ways in which the text's content is presented."

Page 89, "[Genre] helps audiences know in advance what to expect of the product, and many become fans of certain genres; for producers, genre helps to make clear what is being proposed when they are pitching ideas for new products. Conversely, a media product that does not fall into a clear genre, and is therefore more challenging to describe, may be less successful than one that does."

Page 189, "...the people involved in making the representation (the writers, the presenters or actors, the editors) are all governed by their ow beliefs, values and attitudes. This means that no representation in the media is ever objective. Most media products tend to reproduce dominant ideologies in the way that they represent the world. This has led many minorities to complain that they are misrepresented in media texts."
Notes: Representation.

Page 140, "a visual rendition of a piece of music [...] made as a means of promoting it to the public. As such, music videos are a subgenre of the TV advertisement, and hence a very cheap form of programming, since royalties do not have to be paid. Music videos became widespread in the 1980s around the birth of MTV [...] The modern era of music video began with Qyeen's Bohemian Rhapsody (1957) and the Buggles' Video Killed the Radio Star, the first song to feature on MTV at its launch in 1981."

Page 141-2, "narrative: a story, whether factual of fictional. Narrative is a macro element in any film, which can only be understood by looking at the film as a whole." Then mentions; Vladmir Propp, Claude Levi-Strauss, Roland Barthes, Tzvetan Todorov, David Bordwell and Kristin Thompson, Robert McKee, and Christopher Vogler.

Topic: Purpose of music videos

Book: Make your own music video (2004)

Author: Ed Gaskell 

Quotes: 

Page 8, "The fact is that music has always been used to sell visuals, and now the visuals sell the music."

"They create word of mouth and tabloid headlines, they give a band a personality [...] Most of all, they get musicians and bands remembered."

TOTAL TIME SPENT: 3 hrs (half at the Library and LRC, half typing up).

Primary Research

8th - Primary research, from 4pm to 5pm (I've a film shoot during the day and plans in late evening)

General aims:

• Conduct my own research to find the views of the public, asking about:
• The type of a music video
• Representation in music videos
• Genre of music in a music video
• Then apply these to my areas of research to bring in more detail to inform me on my choices when making my own video

What I've done today:

• Made an account on Survey Monkey
• Learned how to use it
• Made a survey designed to be fun, and to see what people think about music videos

PROBLEMS ENCOUNTERED: I set up a survey with roughly 13 questions, some text and 3 photos and when I went to publish it, it demanded I upgrade (£26 monthly!) because I had more than 10 questions. After removing questions so that I only had 9, the same problem occurred. I searched the internet and found many complaints about this. I thought hard and used my initiative: instead of lowering my number of questions to 9 (since the upgrade never defined what it meant by 'question') I lowered the number of features to less than 10. It allowed me access. I was appalled by this and so I copied my questions to a blank LibreOffice document on my computer.

THOUGHTS:

Maybe I can use one at the end of my project once I have produced the video so that I can get feedback/people to evaluate my work.

TOTAL TIME SPENT: 2 hrs

Investigating Genre

7th November 2014

TASKS

• Find and discuss two videos which are 'typical' in reflecting their genre of music
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion
• Evaluate the use of the investigation; how it has informed me (project objective)

Textual analysis - Genre

Music genres have conventional mise-en-scene, editing and other visuals in their videos which define and distinguish it from other styles.

1) https://www.youtube.com/watch?v=cSnkWzZ7ZAA
This link is to Flo-Rida - Whistle. The genre is popular rap. The most conventional iconography in this video which we immediately identify are; the explicit sexual content, luxurious location, focus on possessions, representation of the rapper, and strong use of editing.

Mainstream, or corporate, rap typically consists of sexual references. The video includes women in skimpy beachwear on the sand and in the water, simply for objectifying purposes, which "enhances" the viewers experience by appealing to their sexual desires. The target audience is presumably male. The video does this throughout, achieved by camera work and editing: angles and framing of the camera are used to enhance bodily features, barely covered by the women's attire. Furthermore, a party scene (a typical feature of pop) also presents women in the same way; there is particular focus on their insufficient dress, such as short skirts and low cut dresses, while shots of Flo Rida continuing to smile and rap are integrated. This misogynistic representation is meant to reflect a typical man's heaven.

The location, too, is meant to create a picture of paradise; the video is set in a hot country, by the beach and the cliffs. There are shots of lights in the built up area in the dark, and at the end there is a party or celebration, showing how the night life is good. Flo Rida is seen sitting on a a four poster bed, and the ariel shots of big houses and pools create a setting of expensive luxury.
The way he is represented is also a convention of rap. The video is very materialistic through its use of props: Flo Rida is seen topless, revealing his tatoos, wearing white trousers, a chain and shades. He wears and watch on his wrist that appears costly, and the use of product placement (a Nokia phone half way through the video) strongly signifies his wealth. Flo Rida also uses typical hand movements/gestures while he performs. All of these elements are conventional of a rapper.

Lastly, there is great use of editing; a convention of rap videos to accompany the vocals. Split screen is used, particularly with shots of women and scenery. Throughout the video there is use of slow motion to emphasise aspects of the relaxed, luxurious lifestyle. Overlay is used to blur together elements of the mise-en-scene to create the same effect. During the party scene there is lens flare to enhance the cinematic tone. These are a typical choice to visually entertain the viewer while the lyrics can be heard. 


2) https://www.youtube.com/watch?v=nwWm3om-gSw
My second choice is Kyary Pamyu Pamyu - Yumeno Hajima Ring Ring, which is J-Pop (Japanese pop music). I chose it because of it's stark contrast to my previous choice. It is conventional J-pop in its colours, visual effects, dancers, performance, text, clothing and much more. The video is female driven; in terms of tone, it has a bouncy, baby-like and girly charm about it.

The singer, Kyary, is a young Japanese female, and she is seen with wild hairstyles, dressed in a variety of wacky outfits which are bright and patterned. A stark connotation of her culture, she appears in a kimono, representing national dress. Her outfits are fun and childish, with skirts, dresses and knee high socks. They are colouful, and include features such as big bows, detailed frills. This style of dress has connotations of dress up, particuluarly for the Western viewer, because of it excessive and extravagant tone. This is conventional of J-pop since Japan is know to have vibrant styles such as kawaisa and decora cultures. It also associates with school, through iconography such as blazers, pigtails and skirts. Typically, J-pop and other Japanese media has a focus on school environments and education, take anime such as Tokyo Mew Mew or Sailor Moon, for example, as there stories are based around super powers of school girls.

Lots of J-Pop classically contains a variation of set types. A distinctive style of Kyary Pamyu Pamyu's videos is that the set she is on is on display to the audience, and she regularly travels between them so that we see her walking about a studio. The sets are full of bright and colouful backdrops, with green screens and patterns. There are lots of special effects, such as text, bubbles, and clouds appearing to emphasise lyrics or actions for a cartoon effect. There is a baby-like look to the location as it is full of an array of interesting visuals and shapes, reminding the viewer of a child's playroom.

To further the point of resembling children's entertainment, there is strong use of animal characters in Kyary's videos, in this case there is a polar bear as her friend, inanimate objects (e.g an onion) which have come to life, and other unusual features, much like that of a cartoon or children's TV show in the Western world. The video is also performance based, as it includes dancers which are dressed up similarly to the back drops. Towards the end of the video, Kyary performs a short dance routine in a group, and this is a conventional of J-pop videos.

External views of genre - in terms of use

In the LRC at my college, the informative Media & Film Studies handbook (2007), by V.Clark, P.Jones, B.Malyszko, D.Wharton, defines genre on page 88 as "[...] a loose category or classification of media product (e.g. tabloid newspaper, soap opera, science fiction film)."

It goes on, putting, "Classification into one genre or another is governed by codes and conventions, and each has its own more or less obvious iconography. The codes and conventions of a genre refer both to the cultural signals contained in the text, and to the ways in which the text's content is presented."

Page 89 then says that genre "[...] helps audiences know in advance what to expect of the product, and many become fans of certain genres; for producers, genre helps to make clear what is being proposed when they are pitching ideas for new products. Conversely, a media product that does not fall into a clear genre, and is therefore more challenging to describe, may be less successful than one that does".

I think this really explains the use of genres for producers, as well as the media consumers; they both give guidelines for understanding or to finding similar products: in this case, music videos.

Conclusion

This research has helped me practice analysing text, and made me think about the contrasts between genres. It has also helped me to investigate into genres and discover that they are useful for both consumers and producers.

TOTAL TIME SPENT: 3hrs

Investigating Representation

TASKS

• Analyse two music videos and discuss how icons/stars are represented
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion
• Evaluate the use of the investigation; how it has informed me (project objective)

Textual analysis - Representation

1) http://youtu.be/FPXSyw0uqC4
pennybirdrabbit - run

In this music video, we see the singer, Pennybirdrabbit, as a fun and popular politician up against a more professional looking male politician in an election to be president. 

These characters are contrasting: one is female, the other male. 

Penny wears bright colours on an interesting outfit with navy/military connotations; it is nationalistic as there are American flags around her and on her clothes. Her merchandise reflects her clothing. Her hair is pink and shaved, which makes her look rebellious and unique. She is shown as cheeky by the diverse range of facial expressions, sticking her tongue out and smiling mischievously.

The man is depicted as a formal and professional politician; in most shots he remains in the same, still and upright position, making him look serious. His facial expressions are limited. He wears a black and white suit, which carries connotations of formality, and his merchandise is also limited in colour. Against Penny, he looks dull and boring. 

He is shown to be disliked: in a variety of shots other characters are seen gesturing towards him in an unfriendly manor, such as pulling faces in his presence and 'booing' him during his speech. He is pushed over and sprayed with silly string. A picture of his face is torn apart by Penny.
While the man recovers from the silly string attack, other characters are seen partying with Penny, clearly stating which politician has the most interest. Penny is seen singing her degrading lyrics, telling the listener to 'run', to the man in his face.

Overall, the artist (Penny) is shown as the winning candidate who is cheeky to her opponent, and contrasting in her gender, colour choices and behavior. At the end she is seen showing acts of affection towards the loosing candidate: she sits by him and places her winners hat on his head to make him feel better. Just before this has time to give a her a kinder demeanor, a shot of them exiting shows a sticker on his back saying 'kick me', which she has placed, and therefore the music video finishes by reinforcing her cheeky persona for the audience.

2) http://youtu.be/nfWlot6h_JM

Taylor Swift - Shake It Off


At first we see Taylor Swift in a number of dance scenarios doing badly. She stands out from the crowd because she keeps getting things wrong. She often drops props, is out of sync, is seen looking lost, and grooving along to the tune in her own style which is very different to the type of style she is trying to fit in with.

In the ballet set she is presented as outlandish; she makes her a tutu flap in ways which would never be seen in a ballet concert because it is so ungraceful. In the contemporary dance set she tries to be elegant with the thin piece of material but she ends up getting caught. She is portrayed as out of place by her confused and surprised facial expressions among the dancers.

Although she appears useless in comparison to the rest of the professional dancers, she is never seen giving up, and from the middle of the video onwards, she is seen enjoying herself despite her mistakes and failures at being the same as everyone around her.

She is seen confidently singing with a band and a choir all dressed in black to show their unity and support for her during the song. Towards the end of the video she dances in among ordinary looking people in casual clothing who all do the same movements as she does. Eventually, the dancers of their iconic style of dance break free and join in. They are all shown enjoying the music in their own way, and having fun.

The video conveys the message to the audience that it is okay to be different and celebrate individuality, and it is more than likely that you will find other people just like you.

Overall, Taylor Swift is represented as unsuitable for the conventional and iconic styles of dance shown in the video, but also that it does not mean that she is unable to enjoy herself and have a good time.

External views of representation

At my college library, the book Music & Youth Culture (2006) by Dan Laughey expresses he ability of representation in media texts as it exerts its influence over the consumers; page 187 says, "Perceptions of media influence on the clothing fashions of other youth practitioners also articulate a sense of radical contextualism [...] Amy remembered the reaction to Geri Halliwell's public appearance dressed in a butterfly top: 'every shop started selling it[...]"

This example demonstrates how the media has impact on society. In this text it shows how one item of clothing can be popular just from a star seen wearing it. It can be applied to music videos too, especially where there is product placement represented as the focus of possessions; consumers are more likely to want to purchase what the stars are wearing or using in their videos because they have been represented as ideal and desirable.

Conclusion

This activity has helped me to practice my analytical skills in reading music videos in how they represent their focus and what it conveys to the audience.


TOTAL TIME SPENT: 3 hrs

Research timetable version 2

I have been ill for a few days (this is the problem), so I have missed two dates (31st Oct and 4th Nov). This means that I am behind by two sessions. Here is my updated timetable for the Research section:

6th - Investigating Representation, from 9am to 11 am

• Analyse two music videos and discuss how icons/stars are represented
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion
• Evaluate the use of the investigation; how it has informed me (project objective)

November 2014

7th - Investigating Genre, from 11am to 1pm

• Find and discuss two videos which are 'typical' in reflecting their genre of music
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion
• Evaluate the use of the investigation; how it has informed me (project objective)

8th - Primary research, from 4pm to 5pm (I've a film shoot during the day and plans in late evening)

• Conduct my own research to find the views of the public, asking about:
• The type of a music video
• Representation in music videos
• Genre of music in a music video
• Then apply these to my areas of research to bring in more detail to inform me on my choices when making my own video

11th - Visit Cambridge Libraries, from 10:30 to 13:00

• Go to Cambridge Libraries to obtain interesting quotes to add to Genre and Representation investigations
• Update my blog entries with the information, and also with responses to primary research

Investigating Style

TASKS

• Look into types of music video, for example abstract or narrative, and find an example video for four of them to illustrate its meaning
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion
• Evaluate the use of the investigation; how it has informed me (project objective)

CHANGES:

1. I changed the first bullet point to specify that I will choose only two music videos as examples of their styles. This is because I do not want to spend too long on a single section of research, as I feel like I needn't dwell on the same section for longer than necessary. I also do not want to copy the blog that I read.
2. I will briefly outline types of narrative as, although it is the area of research I chose for my A2 Media coursework, I feel it is important to specify the different types to show that there is a variation of story structure.

~

Style

I found a blog and a slideshare upload which enlightened me in the types and styles (i.e. aspects) which can define music videos. Of course, they are not strict categories, as some music videos include more than one of these styles. Out of preference, I have chosen to use the terms I found in the blog. The links to my sources will be at the bottom of the post. Here is what I found out, including my own additions:

Homage

An honor or acknowledgement of something from the past.

Animation 

Illusions which make illustrations or models (for example stop-frame or CGI) come to life.

Narrative *

A series of events depicting a story within the music video.

Extended narrative

Where the story is the main focus of the video, since it begins before the music (introduction), stops the music to draw attention to it, or continues after the music has finished.

Live

The music video has been shot in front of a live audience, for example at a concert.

Performance

This video consists solely of a performance, usually dance.

Influence of commercials

The video incorporates elements of advertisements. 

Referencing

Either the video includes inter-textual references, or it is based on another media text.

Pastiche

An imitation of a style through great influence of another media text.

Parody

Exaggerates and imitates something or someone in order to mock them. Replicating the original music or video, it alters an aspect, mainly lyrics, to change its meaning and created a comedic tone.

Surreal/ Abstract

An unrealistic music video containing imagery/setting non-existent in the real world.

Visually interpretive

The video is based on, or depicts, an interpretation of the song's lyrics.

Impressionist

The stars of the music video are shown imitating another well-known figure.

* Different types of narrative structure include:
Chronological/linear - events which occur in the video happen in order of occurrence.
Fractured (Dysjunture) - events in the video are cut up and rearranged in another order to create effects such as dreams.
Framed - there is a story being told within another, to create the effect that the viewer is watching a scene where a story is being told to the characters.
Circular - the story finishes where is had begun.

Textual analysis - examples of style

1) Referencing

https://www.youtube.com/watch?v=Fk-4lXLM34g

The video above is by the British singer, Kate Bush: Wuthering Heights - Official Music Video - Version 2. This video (believe it or not) is heavily influenced by the book Wutheing Heights, Emily Brontë (1847). It is an interpretation of the demeanor and emotions of the iconic character, Cathy. The video is also performance based since it consists entirely of Kate Bush's contemporary dance and the location she is in. The lyrics refer directly to the text which the video is inspired by, e.g. 'Heathcliff', and the setting mirrors that of the book.

2) Influence of Commercials

https://www.youtube.com/watch?v=J2ouQMCcOz4

Duck Sauce - NRG [Official Video], is entirely influenced by commercials. At the start of the video we see two men who sit and watch TV, and an advert comes on for the product 'NRG' (energy) as the music starts. The music video is mainly the commercial, integrated with the reactions of the two characters watching it. The video is full of typical characters, such as the typical salesman, along with slogans, banner, price reductions and product details; it takes the viewer through increasingly outlandish situations where the product is put to use. This video is also a parody of itself. It is an exaggeration of an ordinary commercial, which tries too hard to sell their product.

External views - In terms of narrative

In the Learning Resource Centre of my college I found a book: Television Studies, The Key Concepts by B.Casey, N.Casey, B.Calvert, L.French, J.Lewis (2002), page 137, which puts, "It is the abandonment of a linear narrative and of realist codes and conventions that gives rise to a non-linear pastiche of images [...]  and a schizophrenic viewing experience where no single viewing position (or preferred reading) can be established [...] the 'typical' MTV viewer [is] fragmented and decentered. For postmodernists, music video (and MTV in particular) can be partly explained in terms of its mode of address to a fragmented youth culture."

I see this quote trying to say that, by experience with MTV, the writer(s) find music videos incoherent pieces of work which are broken up and difficult to comprehend, much like MTV's target audience. I would only partially agree with this view because in my experience I have seen a mix of modern music videos, some of which are less logical, and some which are extremely well thought out.

Conclusion

This investigation has been useful because:

• It has expanded my knowledge of the different types of music videos seen today
• It has helped my ability to identify music videos of certain styles and explain them
• It required me to practice searching for views in textbooks as opposed to online
• It has opened up possibilities for ideas that I could use in my music video (for example I could have an extended narrative if the music inspires me to make up a story)

Total time spent: 4 hours (1 hour on the 24st Oct, the rest today)

Links to sources:

http://www.slideshare.net/egregson/narrative-and-music-videos-2013

http://drewburdakyting.blogspot.co.uk/2012/01/different-genres.html

Music video introduction

24th October 2014

What is a music video? And what is its purpose?

A music video is a sequence of footage which accompanies a track of music. The main purpose of it is to promote the artist of the track, by providing an interesting display of imagery for viewers and potential fans of the artist. They can be useful in portraying the meaning of the song visually, in order to reflect certain views or moods.

Areas of the 'Research' section

My chosen areas of research are: style, representation and genre. The style meaning the distinctive appearance or aspects of certain music videos which make it identifiable as a certain type; for example a narrative or a live concert video. In representation I will look at how the focus or star of the video is portrayed in a particular way. For genre I will be exploring how music videos for a particular genre of music are similar.

Total time spent: 1 hour

Research timetable version 1

October 2014

RESEARCH

The purpose of my research is to compile and investigate information which is relevant for my goal of music video production. Here is what I plan to do in this section. I will add to it and make note of any changes made.

21st - Start of Project

• Finish the timetable
• Introduce myself to Blogger and start to use it
• Make a plan of what I will do in the 'Research' section (this is it)

24th - Music video introduction

• What is a music video? And what is its purpose?
• Three areas of the 'Research' section; Style, Representation and Genre.
• Make a start on investigating the first one

28th - Investigating Style

• Look into types of music video, for example abstract or narrative, and find an example video for four of them to illustrate its meaning
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion 
• Evaluate the use of the investigation; how it has informed me (project objective)

31st - Investigating Representation

• Analyse two music videos and discuss how icons/stars are represented
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion
• Evaluate the use of the investigation; how it has informed me (project objective)

November 2014

4th - Investigating Genre

• Find and discuss two videos which are 'typical' in reflecting their genre of music
• Find a quote to illustrate a viewpoint (from a text) and compare my own opinion
• Evaluate the use of the investigation; how it has informed me (project objective)

7th - Primary research

• Conduct my own research to find the views of the public, asking about:
• The type of a music video
• Representation in music videos
• Genre of music in a music video
• Then apply these to my areas of research to bring in more detail to inform me on my choices when making my own video

11th - Visit Cambridge Libraries, from 10:30 to 13:00

• Go to Cambridge Libraries to obtain interesting quotes to add to Genre and Representation investigations
• Update my blog entries with the information, and also with responses to primary research

Timescales

Time target - Here is how much time I plan to spend on each section. 5 hours per week amounts to 110 hours in 22 weeks, and so to make up the rest I have set a minimum target for the hours I spend doing each section, aiming for a few more than what I have set by the end of each one.

Target hours per week: 5

Section                            Weeks            Minimum target Hours
RESEARCH                        4                    20
PRE-PRODUCTION             4                    20
PRODUCTION                    5                    25
POST PRODUCTION           5                    25
EVALUATION & END          3                    20                 
Totals                              21 weeks        110 hours 


Allocated times available for the project - I have set myself slots on Tuesday (1- 2 hrs) and Fridays (2 - 3 hrs), however these dates can be flexible in case of change for shooting dates or any unforeseen circumstances, for example by revision, family or illness.

October 2014

21st - Start of project
24th
28th
31st

November 2014

4th
7th
11th
14th
18th - Pre-production
21st
25th
28th

December 2014

2nd - Milestone One (1st December)
5th 
9th
12th
16th - Production.
19th
23rd
26th
30th

January 2015

6th
9th
13th
19th
20th
23rd - Post-production
27th
30th

February 2015

3rd - Milestone Two (Mon 2nd first draft submitted)
6th
10th
13th
17th
20th
24th
27th - Evaluation and presentation planning

March 2015

3rd
6th
10th
13th
16th - Final draft - EPQ completion