Monday, 31 October 2011

Chosen genre conventions:

Identify the conventions of your chosen genre.

Genre is a critical tool that helps us study texts and audience responses by dividing them into categories based on common elements as well as recognised codes and conventions. All genres have sub-genres, these are divided up into specific categories. For my music video, my chosen song (Christina Perri’s Jar of hearts) is the Pop/ Piano rock genre and I will be discussing it’s conventions.

The term Pop music is used as an abbreviation for Popular music; songs that are recorded and produced commercially and are aimed towards a mainstream, youth audience. This is believed to have cultural origins in both the United States and the United Kingdom in the 1950’s and has achieved a mainstream audience ever since. Songs are usually short and simple and are influenced by other existing genres such as R’N’B and is considered as an alternative to rock ‘n’ roll. When recording Pop songs, typical instruments that are used are:

  • Vocals
  • Electric guitar
  • Drum machine
  • Piano
  • Synthesizer

Conventionally, the Pop music genre focuses on appealing to the general audience rather than a particular ideology. It also places emphasis on the creation of the song or video, rather than the performer’s artistic qualities. The use of dance or techno beats are used to influence dancing, which  also promotes the technology or the track itself rather than the live performance of  the song. Pop music conventionally tends to reflect current trends in the industry rather than seeking innovation and most songs are structured in the same way; a verse-chorus , 3-5 minute long song with a hook line that is easily repeated and remembered. The lyrics of modern Pop songs are usually simple and have basic themes such as love or romantic relationships which again the youth audience are more likely to relate to. There is also an emphasis of the single rather than the album.
The music video itself usually takes the form of performance or narrative, with many of the shots being close up to promote the artist. According to Sven Carlsson (1999) music videos fall into two rough groups, conceptual clips and performance clips.  As the Pop genre usually favours technology and production over live performance, the artist would take part in a filmed performance,  which could take place in a recording studio etc. The video would conventionally include a dance sequence, with the artist in the middle as the main focus point. This can be seen in such videos as Cheryl Cole’s ‘Fight for this love’ and Michael Jackson’s ’Thriller’. Additionally, artist’s are also shown wearing mainstream clothing which reflects the culture of the youth audience who stereotypically care about the latest fashions and who then imitate them.
Unlike Indie artists who may cater to niche audiences, mainstream popular music is usually heard and made popular through radio stations and then through other  institutions such as MTV.



Piano rock is another form of popular music that uses either the piano or keyboards. Made popular in the 1950’s by Jerry Lee Lewis and the more recent artist Elton John, a convention of  Piano rock can be seen by either the artist  playing the keys sporadically and frantically stood up, but also when the rock sounding electric guitar is then softened by the sound of the piano.

Similar to a Pop video, close ups and medium shots are used when filming a Piano rock music video, signifying their importance and if they are playing the piano themselves - showing their artistic qualities. Another similarity to the Pop genre is the fast cuts and transitions from each shot,  the shots themselves usually only lasting a few seconds each before switching to one of the numerous locations used in the video. As in the song ‘Jar of hearts’ by Christina Perri, the video will conventionally be in the form of narrative, conveying   the meaning of the lyrics making them easier for the audience to understand and relate to them. This may also include a dance sequence, usually in a contemporary style. Costume-wise, as this is more of a rockier genre compared to Pop music, the artist would perhaps be in clothing that would connote a rock star; dark jeans, dark hair jewellery etc.

Thursday, 13 October 2011

Audience demographic

My demographic audience would be 15-24 year olds, which would more than likely be students. Students have the most time and disposable income and are more more willing to spend time at concerts etc, and therefore would follow my artist.
drawing from maslow's 'heirachy of needs' they would  also be part of the social group.

1 a) Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these skills developed over time.

For AS Media Studies I created a music magazine, and used the site ‘Blogger’ to display all of my work.  Firstly, pre-production of my music magazine text consisted of planning and research, in which I used the search engine ‘Google’ to research existing magazines so I could get a better idea of the conventions I would need to include so that my magazine would be a theoretical success.  An example of these conventions would be the masthead, banner and contents page. I then made several posts on my blog, which helped me pinpoint exactly what I needed to do and what materials I needed to use.  I think using ‘Blogger’ is an easier way of showing coursework as you can skip to a specific date and get what you need. During this process I also researched artists of my particular genre on the music streaming website ‘YouTube’ which helped when deciding what my artist should wear and who they would appeal to. I looked at such artists as Katy Perry and Lady Gaga.
Next, I made a few drafts of what my music magazine might look like, using the programme ‘Photoshop’ and images that I had saved on my computer.  I found this difficult to use and couldn’t get the right look that I wanted; the designs wouldn’t translate onto the actual piece. I believe that my knowledge of ‘Photoshop’ has improved greatly through practice as I now know how to do such things as crop pictures and change the colours, although when constructing my double page spread I would use perhaps Microsoft Publisher as it looks more professional.
Using a friend’s camera, I took a few pictures of a person that was to be my artist in my magazine. In hindsight I probably would have taken more original images as the ones I took were not the clear and did not have the right camera angle and shot that I wanted. Also, the effects I applied to the images made them look unprofessional and did not coincide with the text or colour scheme. I then used ‘Photoshop’ again to arrange my images, cropping them and changing the colour to black and white. I also added text such as a headline, trying to keep to the same colour scheme throughout.

Using LIIAR, I then evaluated my work using Microsoft word, using spell check and word count in the process. I discovered that although I had improved when using ‘Photoshop’ for my preliminary task, my creations still needed some work and I definitely needed more practice.

Friday, 7 October 2011

Lyric timing

0.00 - 0.06                             No, I can't take one more step towards you
0.06 - 0.11                                              ‘Cause all that's waiting is regret
0.11 - 0.19                            Don't you know I'm not your ghost anymore
0.19 - 0.25                                            You lost the love I loved the most

0.25 - 0.32                                                         I learned to live, half alive
0.32 - 0.38                                      And now you want me one more time
[Chorus]

0.40 - 0.42     And who do you think you are?
0.43 - 0.45           Runnin' 'round leaving scars
0.46 - 0.49          Collecting your jar of hearts
0.49 - 0.52                  And tearing love apart
0.53 - 0.55           You're gonna catch a cold
0.56 - 0.58       From the ice inside your soul
0.59 - 1.02               so don't come back for me
1.02 - 1.05             who do you think you are

1.08 - 1.12                                                    I hear you're asking all around
1.15 - 1.19                                                      If I am anywhere to be found
1.21 - 1.25                                                        But I have grown too strong
1.27 - 1.32                                                     To ever fall back in your arms

1.33 - 1.39                                                        I've learned to live, half alive
1.39 - 1.47                                        And now you want me one more time

[Chorus]
1.47 - 1.50                                                And who do you think you are?
1.51 - 1.53                                                      Runnin' 'round leaving scars
1.53 - 1.56                                                     Collecting your jar of hearts
1.56 - 1.59                                                             And tearing love apart
2.00 - 2.02                                                       You're gonna catch a cold
2.02 - 2.05                                                   From the ice inside your soul
2.06 - 2.09                                                     so don't come back for me
 2.10 - 2.13                                                        who do you think you are
2.15 - 2.20                                             It took so long just to feel alright
                   2.21 - 2.27                                         Remember how to put back the light in my eyes
2.27 - 2.33                        I wish I had missed the first time that we kissed
2.34 - 2.39                                         ‘Cause you broke all your promises
2.40 - 2.42                                                              And now you're back
2.42 - 2.47                                                   You don't get to get me back

2.48 - 2.50                                                     Who do you think you are?
2.51 - 2.53                                                     Runnin' 'round leaving scars
2.54 - 2.57                                                    Collecting your jar of hearts
2.57 - 3.00                                                            And tearing love apart
3.01 - 3.03                                                      You're gonna catch a cold
3.03 - 3.06                                                  From the ice inside your soul
3.06 - 3.10                                                        Don't come back for me
3.10 - 3.13                                                           Don't come back at all

3.13 - 3.16                                             And who do you think you are?
3.17 - 3.19                                                    Runnin' 'round leaving scars
3.19 - 3.22                                                    Collecting your jar of hearts
3.22- 3.26                                                              And tearing love apart
3.26 - 3.29                                                       You're gonna catch a cold
3.29 - 3.33                                                   From the ice inside your soul
3.33 - 3.36                                                         Don't come back for me
3.36 - 3.40                                                            Don't come back at all

3.41 - 3.45                                                   Who do you think you are?
3.47 - 3.52                                                   Who do you think you are?
3.53 - 3.58                                                   Who do you think you are?

Annotation of lyrics.




Overall I believe that this song is about splitting up with someone who isn't any good for you and even though it's hard you get over it and say no when they want you back.

Tuesday, 4 October 2011

Analysis of three existing music videos

The first music video I have chosen to analyse is Michael Jackson's 'Thriller' which is a spoof or parody of a horror film. 'Thriller' uses the codes and conventions of the the horror genre, such as it being set when it's dark, fog being used and also the use of zombies in some scenes. The form of this text is both performance and narrative.  The video is 14 minutes long which is unusual for a music video, and is made out to be more of a short feature film. The video is also shot in the style of a typical 50/60's horror film, and we can see this through the mis-en-scene used. An example of this would be the costumes used to dress the zombies, but also the use of the graveyard. Although this video is a spoof, it uses dance sequences which is a typical music video feature.
The narrative of this video is mainly based upon two intercutting storylines, one being the boy who turns into a werewolf in front of his steady girlfriend and proceeds to chase her, which then turns out to be a film that the boy and girl are watching. The boyfriend then turns into a zombie and performs a dance for the terrified girl. The girl in 'Thriller' is stereotypically portrayed as being the damsel in distress of some sorts, and is a binary opposite of the evil that keeps chasing her.
Micheal is dressed in red throughout the song, which could connotate danger, and we also see the events through what appears to be a point of view shot when Michael is dancing. From my own knowledge I know that this video was broadcasted on MTV and was made for that reason, so focusing on the artist would promote not only the song but Michael himself, and by not making the main character the protagonist like other music videos, the music video would be easily remembered.



The next video I chose to analyse is REM's 'Losing my religion'. The ideology of this video is men becoming false gods and therefore people losing faith in their religion. This can be seen in the scene in which men make angel wings, destroying god's divinity, and also when the old aged angel has his wig taken off; it ruins the illusion and destroys people's beliefs.
 The narrative is based around the lyrics and is a projection of desires from the audience to the people on the screen, which is conventional of a music video, and takes the form of a post modern, narrative text. 
The video begins with a long shot of two members of the band, and includes diegetic sound of water dripping.  There are then numerous pans to the other members of the band, and the sound of the roof shaking. Throughout this piece medium close-ups are used to promote the artist/s, and the editing cuts to the beat, using fast transitions. The cuts used are also based on the narrative, such as cutting to scenes of men, gods and angels. The mise-en-scene is very bleak, using an abandoned house that perhaps connotes abandoning religion itself, and the rain and the beginning could be a form of pathetic fallacy, reflecting the mood of the characters. Additionally, the background used for the scenes in which the men are building the angel wings is red, which connotes danger, evil and possibly hell. This is a binary opposite to the parts in which the Gods are shown, which are vibrant and have lots of gold and silver colours, which connote good and heaven.


 Lastly, I am going to analyse Madonna's video 'Vogue', shown below that has mostly dance genre characteristics. Madonna is an American singer/songwriter and entrepenuer. Her debut album was in 1983. The ideology of this video is portraying the famous faces of Hollywood, (shown in the mention or reference to famous old Hollywood stars)  and also about being beautiful and enjoying fashion which is also portrayed by using the word 'Vogue' itself, a successful magazine that is on the forefront of fashion.  The text is in black and white which reflects the classic Hollywood theme but also an element of art-deco, and is in performance form, which then gives pleasure to the audience.
 The hand gestures used during the chorus are also used to seperate the frame and the white character on the black background seperates the artist, and is binary opposite.
From the beginning the audience are shown pieces of art and both men and women dressed glamorously which is typical of  the classic Hollywood genre and connotes class, this is then followed by fast cuts which are on time with the song to the artist and numerous close ups.  Throughout the years Madonna has changed her image many times so using the music video is a good tool to promote her, and using close ups is a good way of making the audience focus on the artist more.
This text includes dance sequences which is a convention of music videos but also brought a new dance style to mainstream exposure called 'Voguing'.