Saturday 23 July 2016
The Evolution of Music Video's
Here is a Prezi presentation of the evolution of music videos over the past 50 years.
Thursday 21 July 2016
Goodwin's Music Video Analysis:
I decided to present Andrew Goodwin's Music Video Analysis theory through Prezi. I will be stating the 6 rules within Goodwin's analysis.
Tuesday 19 July 2016
How Music Video's Are Beneficial
Music videos have been present since as early as 1894. Over time, music video's have managed to stay with the same consistent goal and objective, which is to help with the idea of promotion for songs within the music industry.
Within the current time period of 2016, music videos have been seen as a way for a musician to try and almost impress the mass audience and public with not just their singing talents, but their other talents in which they display within their videos. A company which decided to take much control and advantage of the idea of music videos was MTV (Music Television Videos) as they were the conglomerate music entertainment industry that monopolised the standards of how future music videos should try and out-do eachother.
A further purpose of music videos and how they're beneficial would be that they are beneficial towards the artist and their record labels. This is because it brings in and generates revenue for the artist and their record labels due to them being promoted to the mass audience. This can be done through controversy within the music video or, outstanding performance throughout.
There're a variety of different ways in which music videos are promoted. In today's society, this is simply done through the process of social media sites such as; Twitter, YouTube, Facebook and the internet. Also, televised music channels are also essential as it is another chance for an artist to gain further publicity and promotion. Many believe that the term 'music video's' simply means a music video accompanying a song. However, this isn't necessarily the case. With the inclusion of chat shows and live studio performances, this also counts as a music video.
Conclusively, music videos are used to reflect the lyrical narrative of the music. Music videos are ideally beneficial for an artist and a record company simply for promotion, marketing purposes and for chances for an artist to display their extended talents apart from singing.
Within the current time period of 2016, music videos have been seen as a way for a musician to try and almost impress the mass audience and public with not just their singing talents, but their other talents in which they display within their videos. A company which decided to take much control and advantage of the idea of music videos was MTV (Music Television Videos) as they were the conglomerate music entertainment industry that monopolised the standards of how future music videos should try and out-do eachother.
A further purpose of music videos and how they're beneficial would be that they are beneficial towards the artist and their record labels. This is because it brings in and generates revenue for the artist and their record labels due to them being promoted to the mass audience. This can be done through controversy within the music video or, outstanding performance throughout.
There're a variety of different ways in which music videos are promoted. In today's society, this is simply done through the process of social media sites such as; Twitter, YouTube, Facebook and the internet. Also, televised music channels are also essential as it is another chance for an artist to gain further publicity and promotion. Many believe that the term 'music video's' simply means a music video accompanying a song. However, this isn't necessarily the case. With the inclusion of chat shows and live studio performances, this also counts as a music video.
Conclusively, music videos are used to reflect the lyrical narrative of the music. Music videos are ideally beneficial for an artist and a record company simply for promotion, marketing purposes and for chances for an artist to display their extended talents apart from singing.
Monday 18 July 2016
Unit Brief
Briefs
When centres choose briefs to offer to candidates, they should be guided by their strengths in terms of resources and expertise. Centres should also bear in mind the key areas: forms and conventions, production contexts, the role of technologies, audiences/users and representations.
The set briefs are as follows:
Print
Preliminary exercise: using DTP and an image manipulation program, produce the front page of a new school/college magazine, featuring a photograph of a student in medium close-up plus some appropriately laid-out text and a masthead. Additionally candidates must produce a DTP mock-up of the layout of the contents page to demonstrate their grasp of the program.
Main task: the front page, contents and double page spread of a new music magazine (if done as a group task, each member of the group to produce an individual edition of the magazine, following the same house style). Maximum four members to a group.
All images and text used must be original, produced by the candidate(s), minimum of FOUR images per candidate.
Video
Preliminary exercise: Continuity task involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. This task should demonstrate match on action, shot/reverse shot and the 180-degree rule.
Main task: the titles and opening of a new fiction film, to last a maximum of two minutes.
All video and audio material must be original, produced by the candidate(s), with the exception of music or audio effects from a copyright-free source. Both preliminary and main tasks may be done individually or as a group. Maximum four members to a group.
In all cases, candidates should be encouraged to see the evaluation as a creative task and the potential of the format chosen should be exploited through the use of images, audio, video and links to online resources. Marks should be supported by teacher comments and may be supported by other forms such as audio or video presentations.
In the evaluation the following seven questions must be addressed:
When centres choose briefs to offer to candidates, they should be guided by their strengths in terms of resources and expertise. Centres should also bear in mind the key areas: forms and conventions, production contexts, the role of technologies, audiences/users and representations.
The set briefs are as follows:
Preliminary exercise: using DTP and an image manipulation program, produce the front page of a new school/college magazine, featuring a photograph of a student in medium close-up plus some appropriately laid-out text and a masthead. Additionally candidates must produce a DTP mock-up of the layout of the contents page to demonstrate their grasp of the program.
Main task: the front page, contents and double page spread of a new music magazine (if done as a group task, each member of the group to produce an individual edition of the magazine, following the same house style). Maximum four members to a group.
All images and text used must be original, produced by the candidate(s), minimum of FOUR images per candidate.
Video
Preliminary exercise: Continuity task involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. This task should demonstrate match on action, shot/reverse shot and the 180-degree rule.
Main task: the titles and opening of a new fiction film, to last a maximum of two minutes.
All video and audio material must be original, produced by the candidate(s), with the exception of music or audio effects from a copyright-free source. Both preliminary and main tasks may be done individually or as a group. Maximum four members to a group.
In all cases, candidates should be encouraged to see the evaluation as a creative task and the potential of the format chosen should be exploited through the use of images, audio, video and links to online resources. Marks should be supported by teacher comments and may be supported by other forms such as audio or video presentations.
In the evaluation the following seven questions must be addressed:
-
In what ways does your media product use, develop or challenge forms and conventions of real
media products?
-
How does your media product represent particular social groups?
-
What kind of media institution might distribute your media product and why?
-
Who would be the audience for your media product?
-
How did you attract/address your audience?
- What have you learnt about technologies from the process of constructing this product?
-
Looking back at your preliminary task, what do you feel you have learnt in the progression from
it to the full product?
The production element and presentation of research and planning may be individual or group work (maximum group size is four candidates). Where candidates have worked in a group, the evidence for assessment may be presented collectively but centres will still assess candidates on an individual basis for their contribution to aspects of the work, from planning, research and production to evaluation.
G321 is marked and internally standardised by the centre and marks are submitted to OCR by a specified date, a sample is then selected for external moderation. The unit is marked out of a total of 100 marks: 20 marks for the presentation of the planning and research; 60 marks for the construction; 20 marks for the evaluation.
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