Theorists: Narrative Theory:
Todorov believed that all narratives followed the same pattern of narrative. The characters begin in a state of equilibrium - a normal life, however this is disrupted to disequilibrium. The plot ends with a new equilibrium, however it differs from that of the beginning.
- Equilibrium (A positive start)
- A disruption of the equilibrium state
- The characters realize that the disruption has occurred
- They then try to fix the damage of the disruption
- The narrative then returns to the state of equilibrium
Propp - Character Types:
- The hero - the main character of the narrative, who the audience identify with.
- The villain - who stands between the hero and his/her 'goal', portrayed as evil and unkind.
- The donor - who prepares the hero for defeating the villain)
- The princess - the 'prize' to be won by the hero at the end of the narrative
- The false hero - thought to be good, later shown to be evil)
- The dispatcher - who sends the hero off)
- The helper of the hero
Levi-Strauss - Binary Opposites:
Barthes - Narrative Codes:
1. Action - an action that causes the viewer to wonder what will happen next2. Enigma - the narrative questions the audience words to be answered
3. Semic - the voice of the person
4. Cultural or referential code - the voice of science/knowledge
5. Symbolic code - the voice of symbol
Taylor Swift - You Belong With Me:
Representation Theory:
Saussure:
- The production of meaning depends on language. Language may not reflect reality, representations are created through signs (images, sounds, flavours) which allows us to get the meaning by interpreting them.
- Signifer - the form in which the sign takes place.
- Signified - the concept it represents.
- Sign - total meaning that results.
Mulvey:
- The Male Gaze - how men look at women is shown through media.
- Female characters are represented as 'objects' to be seen by male.
- Often represented as physically desirable and submissive.
Dyer
- How people are represented in media is how we see them, and therefore how we judge and treat them.
- Stereotypes - often used in media as a cultural short hand.
- These are a way of highlighting/reinforcing the differences between people.
Baudrillard:
Saussure:
The
artist fits the characteristics of the celebrity persona, being
portrayed as attractive and confident. This is shown through her costuming: her hair colour, attracting attention, and the shorts she is shown wearing, showing her as comfortable in her body.
Dyer:
Baudrillard:
Dyer:
Audience and Madonna:- He explains the loss between of distinction between reality and simulacrum (believing that what we see through media is reality) by:
- Media representations are hyperreal - an indivitual cannot distinguish the difference between a represnetation and the true reality
- For example, many people believe that characters shown in The Only Way is Essex are how everyone from Essex really acts.
Rihanna - What's my name:
Saussure:
Costuming
is used through Rihanna's natural hair colour, bright red, to portray
her confidence around men. This brigt colour causes her to stand out
among the croud and is often used as a portrayal for love or lust,
therefore allowing the audience to easily make the association
between the artist and narrative shown in the video.
A close up of a prop of a milk bottle on the ground after Rihanna is shown dropping it is used as a representation of sex, and again portrays the sexual nature of the music video. This has been edited in slow motion post-production, therefore making it more significant in the video, meaning the audience will definately take notice and understand the symbol.
Male Gaze - Mulvey:
The male gaze applies to this video as Drake is shown watching her in the shop, standing behind her on several occasions. This gives the indication that he shows a physical interest in her, which he has only been able to form through her appearance. Rihanna presents herself as being used for the male gaze through her costuming; shorts and tights. A variety of shots, specifically long shots are used to show her full outfit, and therefore to represent her as provocative. All of this gives the indication that she is something to be looked at, and her appearance is highlighted throughout the video rather than a message.
A close up of a prop of a milk bottle on the ground after Rihanna is shown dropping it is used as a representation of sex, and again portrays the sexual nature of the music video. This has been edited in slow motion post-production, therefore making it more significant in the video, meaning the audience will definately take notice and understand the symbol.
Male Gaze - Mulvey:
The male gaze applies to this video as Drake is shown watching her in the shop, standing behind her on several occasions. This gives the indication that he shows a physical interest in her, which he has only been able to form through her appearance. Rihanna presents herself as being used for the male gaze through her costuming; shorts and tights. A variety of shots, specifically long shots are used to show her full outfit, and therefore to represent her as provocative. All of this gives the indication that she is something to be looked at, and her appearance is highlighted throughout the video rather than a message.
Dyer:
In
the video, Rihanna is represented as a confident woman who is
comfortable with herself and getting male attention. This is thought
to be true of her real life personality, indicated by her red hair,
which draws attention and may cause people to look at her. The way
she dresses and acts (she is often shown at parties/clubs) in her
real life may also show this.
Baudrillard:
However,
her actions in this video also represent her as domestic, as she's
shown washing up and going shopping. This is a hyper reality because
it is extremely unlikely that she will perform these tasks with her
fame and personality. These actions may also be shown to represent the stereotypical idea of women and the tasks they should be performing, as Drake (who represents the male gender), who appears to find this action gratifying.
Conclusion:
Though I don't think I'll be making a video in the pop genre, I liked how costuming and make up worked to instantly make Rihanna the focus of the music video, as the audience's perspective is automatically drawn to her red hair. I also liked the confident image she portrays, which is shown through her body language and costuming. I will consider how these elements all work together to create a full brand image, and how I will use these elements in my own media product.
Conclusion:
Though I don't think I'll be making a video in the pop genre, I liked how costuming and make up worked to instantly make Rihanna the focus of the music video, as the audience's perspective is automatically drawn to her red hair. I also liked the confident image she portrays, which is shown through her body language and costuming. I will consider how these elements all work together to create a full brand image, and how I will use these elements in my own media product.
Christina Aguilera: Not myself tonight:
Sausurre:
Props are used, such as whips and are used to represent her as sexually available and open. The colour red is also used through costuming, her lipstick is bright crimson, and this colour associates the artist with sex. At one point she is shown leaving a church, giving the indication that she has left her church or 'good girl' life behind. This allows the audience to make an instant connection as church is often used to signify a sensible lifestyle and presents her as someone who used to devote their entire life to believing in god. However, her behaviour and actions in this video promote the idea that she no longer believes or acts this way and defies original Christian values.
Male Gaze:
Props are used, such as whips and are used to represent her as sexually available and open. The colour red is also used through costuming, her lipstick is bright crimson, and this colour associates the artist with sex. At one point she is shown leaving a church, giving the indication that she has left her church or 'good girl' life behind. This allows the audience to make an instant connection as church is often used to signify a sensible lifestyle and presents her as someone who used to devote their entire life to believing in god. However, her behaviour and actions in this video promote the idea that she no longer believes or acts this way and defies original Christian values.
Male Gaze:
Here the artist is represented as being submissive and physically attractive, therefore meeting the theory of the Male Gaze. This is done by costuming her in provocative clothing and positioning her with males, therefore representing her as 'to be seen by the male population.' Long shots are often used to show her entire body, highlighting her costumes - bright red underwear and a black leotard. This draws the audiences attention to her body language, which is used to highlight her sexuality and causes the viewer to focus on her physical appearance. The video gives the indication that most of what is shown is for male pleasure. However, Christina Aguilera is shown as dominant through the music video such as when the men are shown around her, bowing to her, whereas she is represented as the 'star.' This is shown through her being placed in the centre of the frame, drawing the audiences attention to her, using the men as only to compliment and highlight her in the shot.
Dyer:
Christina represents the stereotype of a successful woman in Hollywood. This is done by using bright colours and makeup which makes her appear 'glamorous.' She promotes the idea that young women with blonde hair are sex objects. However, she is likely to differ to the way she is presented in the video to real life due to her being a mother, and does seem to act as sexually outside of this production.
Baudrillard:
Baudrillard:
Baudrillard's theory is used here as many people may believe that to be a successful female artist in Hollywood, you have to be stereo-typically attractive and use your sexuality. All of the characters shown in the video were also young, therefore giving the indication that this is also a requirement for success. After the video, viewers would consider her to be promiscuous, whereas the reality is that she's a mother.
Conclusion:
Again, I liked the confident image the artist created in this music video, which will be something I will incorporate in my own media product. However, as acting provocatively and showing sexual behaviour is something that would not be appropriate to present in my own music video, this confidence will have to come through body language and costuming, to give the impression of a strong female artist.
Cheerleaders: At times are only wearing masks, therefore meaning that they loose their identity and the viewers are forced to only watch their bodies. They are also filmed using a low angle, therefore enforcing the male gaze. The men in the band don't appear to pay any attention to them in the video, giving the indication that they don't respect them or don't want to be associated with them.
Conclusion:
Again, I liked the confident image the artist created in this music video, which will be something I will incorporate in my own media product. However, as acting provocatively and showing sexual behaviour is something that would not be appropriate to present in my own music video, this confidence will have to come through body language and costuming, to give the impression of a strong female artist.
My Chemical Romance:
Signs:
The music video begins with a close up shot of the band, using a hand held camera to portray the chaos and 'rebel' attitude portrayed through the video. Beginning by showing the artists over the narrative highlights the bands interest in their music over there look, allowing the audience to discover the focus of them immediately. Close ups of the band are used throughout the entire music video to continue the focus on the artists, giving the impression that they are more concerned with the music and message they produce rather than the goals of most artists, who regard appearance and their reputation over their media.
The props of gas masks are used to signify death and danger, coresponding with the rock genre of the band. The masks are also used to separate the people in the video from the rest of the crowd, who represent the teenage population, indicating that the message is that the band wishes people to be different. The props are used to promote anarchy (uprising) of the people who wish to be different, and are shown being worn by the cheerleaders. This signifies the often considered 'popular' and 'cool' people joining the band - the 'dark side.'
The music video begins with a close up shot of the band, using a hand held camera to portray the chaos and 'rebel' attitude portrayed through the video. Beginning by showing the artists over the narrative highlights the bands interest in their music over there look, allowing the audience to discover the focus of them immediately. Close ups of the band are used throughout the entire music video to continue the focus on the artists, giving the impression that they are more concerned with the music and message they produce rather than the goals of most artists, who regard appearance and their reputation over their media.
The props of gas masks are used to signify death and danger, coresponding with the rock genre of the band. The masks are also used to separate the people in the video from the rest of the crowd, who represent the teenage population, indicating that the message is that the band wishes people to be different. The props are used to promote anarchy (uprising) of the people who wish to be different, and are shown being worn by the cheerleaders. This signifies the often considered 'popular' and 'cool' people joining the band - the 'dark side.'
Male Gaze:
Stereotypes:
The cheerleaders are shown wearing masks, which goes against the stereotype. This is becuase these indivituals usually represent the popular people who would not normally be associated with anarchy and the rebellious teenagers. The use of these props removes the identity of them and promotes equality for all teenagers.
Teenagers: Represented as aggressive, violently and reckless. This agrees with the stereotype of a teenagers and matches the heavy rock genre of music. This is portrayed through handheld cameras - indicating chaos and distruction.
The cheerleaders are shown wearing masks, which goes against the stereotype. This is becuase these indivituals usually represent the popular people who would not normally be associated with anarchy and the rebellious teenagers. The use of these props removes the identity of them and promotes equality for all teenagers.
Teenagers: Represented as aggressive, violently and reckless. This agrees with the stereotype of a teenagers and matches the heavy rock genre of music. This is portrayed through handheld cameras - indicating chaos and distruction.
Hyperreality:
Teenagers - These are represented as violent and reckless, however this may not be true in every day life. Though this is a common stereotype, it doesn't necessarily apply to every individual in the age group.
Conclusion:
Here I like the use of stereotypes regarding teenagers to promote an unpopular or overlooked idea; that all social groups are the same and should be considered equal. I also liked that the props used, which also encouraged this idea, are associated with the appearance and ideals of the band. I also enjoyed the contrast between this video of the others we have seen, as this one highlights the performance aspect of the artists and gives the impression that the artists care about their music, rather than being concerned with being aesthetically pleasing. I would like to portray this approach to music in my own media product.
Teenagers - These are represented as violent and reckless, however this may not be true in every day life. Though this is a common stereotype, it doesn't necessarily apply to every individual in the age group.
Conclusion:
Here I like the use of stereotypes regarding teenagers to promote an unpopular or overlooked idea; that all social groups are the same and should be considered equal. I also liked that the props used, which also encouraged this idea, are associated with the appearance and ideals of the band. I also enjoyed the contrast between this video of the others we have seen, as this one highlights the performance aspect of the artists and gives the impression that the artists care about their music, rather than being concerned with being aesthetically pleasing. I would like to portray this approach to music in my own media product.
Hypodermic Model:
Also known as he hypodermic-syringe model. The theory states that information is shown on television is directly inserted into the viewers head, meaning they copy the behaviour they see in media. All members of thew audience respond to the message in the same way.
Uses and Gratifications:
This theory woks to understand why people watch media over the content. Media can be watched for a number of different reasons; to entertain (for relaxation), to be informed (specifically about society), to socialise (by understanding the different circumstances faced by others and to find personal identity.
Encoding Decoding:
Stuart Hall suggested that different messages were portrayed through media, and are interpreted differently by different viewers. The audience must work out the information given through the media. The way in which the viewer reacts or interprets the information presented depends on their personal experiences, cultural background and their economic standing. They may react by:
- Accepting it (dominate)
- Negotiating it
- Rejecting it
Social and Cultural Context:
This refers to the idea that language is linked with the society and culture in which it is used. Individuals in society may react differently to the message portrayed through media, this depends on the individuals position in society (class, gender, race).
Madonna - Like A Prayer:
Hypodermic Model:
Through the video, Madonna works to challenge racism and promote the idea that people of all races are equal. This is shown by the use of a black man being used to represent Jesus, who is considered to be a highly positive figure who many people look up to. The use of a narrative may cause the video to become more interesting and easier to remember for a viewer, therefore meaning the message is more profound and therefore the audience pay more attention.
The use of a black man being portrayed as God may be recieved by different groups in different ways. For example, black people may accept the representation and feel empowered, whereas white people may reject the concept as God is often portrayed as a white man. The portrayal of white people murdering someone and attempting to avoid the punishment may also anger white people, as they believe this is an inaccurate representation of their race.
Madonna is also shown as having a strong faith with Christianity, as she is shown kissing the human representation of Jesus in the video. This gives the indication that she believes she has a very personal relationship with her faith, and looks to God for advice and guidance, as she is torn in the video about whether to reveal the truth or not. However, Madonna initially gives the impression that she does not believe in religion as the people who supposedly belong to Christianity commit a murderous act.
Madonna's image and attitude portrayed in the media may have allowed the audience to pre-judge her, therefore her wearing tight, revealing clothing may meet their expectations. The video and media portray her as confident with her body, and as she is young she is shown to use her sex appeal to find success in the industry, and in this video, cause controversy. The unjust narrative (a black man being accused of a crime due to his race) may also be expected by black people in the audience, as the race is often associated with crimes rather than white people. However, despite this, the audience may form a connection and/or relationship with the man accused as they are aware he's not guilty, therefore empathising with the character as he is wrongly accused.
An escape may be also be offered by the narrative of Madonna being torn about what to do, and whether to reveal the truth or not. As the character the artist plays is seen as a seemingly 'good' or 'genuine' person, the audience will empathize with her internal struggles, which may create a personal relationship between them and the character.
As the videos message is very controversial, different people from different races/classes may react differently to it. Black people may feel empowered by being represented as the face as God, however they may also resent the stereotype of a black man being associated with crime. White people may also be angry at the fact they are shown deceiving by committing a crime and blaming someone else.
Different genders may also react differently to the content. Women may feel that Madonna has portrayed herself as weak due to her costuming, which reveals her body, and that she is shown needing the help of God and is unable to help herself. Whereas men may enjoy the music video due to the Male Gaze, and see Madonna only as something to be looked at, which is met by her revealing clothes.
From the video, I've found how different messages can be portrayed through a narrative, which contrasts with the stereotypical or aesthetically focused videos I've seen before. Madonna highlights that media can be used to challenge or attempt to change stereotypes, which may cause controversy but may ultimately end with a positive outcome. I would like to give a moral to the story in my own music video by creating a character which the audience will identify with and create a personal connection, causing them to appreciate the positive behaviour the artist shows.
Encoding/Decoding:
The use of a black man being portrayed as God may be recieved by different groups in different ways. For example, black people may accept the representation and feel empowered, whereas white people may reject the concept as God is often portrayed as a white man. The portrayal of white people murdering someone and attempting to avoid the punishment may also anger white people, as they believe this is an inaccurate representation of their race.
Madonna is also shown as having a strong faith with Christianity, as she is shown kissing the human representation of Jesus in the video. This gives the indication that she believes she has a very personal relationship with her faith, and looks to God for advice and guidance, as she is torn in the video about whether to reveal the truth or not. However, Madonna initially gives the impression that she does not believe in religion as the people who supposedly belong to Christianity commit a murderous act.
Uses and Gratifications:
Madonna's image and attitude portrayed in the media may have allowed the audience to pre-judge her, therefore her wearing tight, revealing clothing may meet their expectations. The video and media portray her as confident with her body, and as she is young she is shown to use her sex appeal to find success in the industry, and in this video, cause controversy. The unjust narrative (a black man being accused of a crime due to his race) may also be expected by black people in the audience, as the race is often associated with crimes rather than white people. However, despite this, the audience may form a connection and/or relationship with the man accused as they are aware he's not guilty, therefore empathising with the character as he is wrongly accused.
An escape may be also be offered by the narrative of Madonna being torn about what to do, and whether to reveal the truth or not. As the character the artist plays is seen as a seemingly 'good' or 'genuine' person, the audience will empathize with her internal struggles, which may create a personal relationship between them and the character.
Social and cultural context:
As the videos message is very controversial, different people from different races/classes may react differently to it. Black people may feel empowered by being represented as the face as God, however they may also resent the stereotype of a black man being associated with crime. White people may also be angry at the fact they are shown deceiving by committing a crime and blaming someone else.
Different genders may also react differently to the content. Women may feel that Madonna has portrayed herself as weak due to her costuming, which reveals her body, and that she is shown needing the help of God and is unable to help herself. Whereas men may enjoy the music video due to the Male Gaze, and see Madonna only as something to be looked at, which is met by her revealing clothes.
Conclusion
From the video, I've found how different messages can be portrayed through a narrative, which contrasts with the stereotypical or aesthetically focused videos I've seen before. Madonna highlights that media can be used to challenge or attempt to change stereotypes, which may cause controversy but may ultimately end with a positive outcome. I would like to give a moral to the story in my own music video by creating a character which the audience will identify with and create a personal connection, causing them to appreciate the positive behaviour the artist shows.
Genre:
The video also matches the lyrics in terms of mood. At the beginning of the video, the score is slower and the narrative matches that. However, later on in the video the artist begins to sing more upbeat music, which becomes louder to reflect the positive mood. The video represents this change in mood by using quicker takes and shows the individuals in the shot running as opposed to standing still.
Music video history:
Introduction to Genre Theory:
Genre is characterized by:
- Iconography
- Character roles
- Narrative structure
- Visual style
- Values and Themes
Institution:
Robert. E. Kapsis: Film makers can use the characteristics of genre to prevent the audience from being confused.
Rick Altmain: Films in a certain genre may have the same characteristics, however they are changed slightly each time to keep the audience entertained.
Geoff King: Making a film fit a certain genre can allow it to reach a larger audience and creates commercial stability. For example, horror films come out in Halloween as people are more likely to by it as they expect it, therefore allowing film creators to make more money.
John Ellis: Aspects of the genre are recycled in each film that belongs to it, however different narratives are used to prevent the audience from getting bored. For example, romance films are always revolved two people fall in love.
Audience:
King: Film makers earn profit by meeting the certain characteristics and conventions that the audience are likely to expect from a certain genre.
Ritual:
Kapsis: Society and culture may influence genres as different audiences (of different cultures) will be able to relate and identify to different things.
Cawelti: The genre has cultural value, for example the viewer wants to see tensions and conflict resolved.
Will Right: Myths are used because they reflect social and cultural issues, therefore we watch media to reflect on these issues and allows us to identify to them. The repetition of the myth makes it stronger and more dominant as opinions.
Steve Neale: The audience may have a preferred genre as they are able to find value in it and are able to identity with the characters in it.
Classification and Interpretation:
Steve Neale: The viewers of media products have certain expectations of genres that are met when they view it, therefore allowing them to recognize these expectations and apply meaning to them,
Tom Ryall: Genre is criticized in three aspects: The artist, product and text. The conventions or characteristics of a genre give a certain set of rules to the film makers, and allow the audience to interpret it in a certain way.
Ideology:
Judith Hess: The conventions of a genre have been created due to the repition of certain films. They act as an escape form from social and politcal conflicts, as these are often resolved in films.
Andrew Goodwin's Music Video Theory:
1. More music videos demonstrate certain characteristics.
2. The lyrics of the artists fit what is shown on the screen.
3. There are lots of close ups on the artist.
4. Always lots of references to looking at things (through cameras, doors).
5. Women's bodies are seen as something to be viewed.
6. There are always references to other things, such as films or TV shows(all of interest to the artist).
Indie Pop:
1. More meaning/taken more seriously than pop.
2. May have some humor.
3. Often very low budget.
4. Often set in realistic places (forests, studios).
5. Often show live performance with a small amount of narrative.
6. Very simplistic (props, make up.)
7. No special effects.
8. Often in black and white.
9. Action is often not serious, ironic.
10. Exteme close ups of artists, long shots of band, handheld shots to make it look 'real'.
Pop:
1. Dance routines
2. High budgets
3. Narrative/lyrics often revolved around romance
4. Bright colours
5. Co-ordinated clothing
6. Extravagant props
7. Very upbeat/energetic
8. Short takes - extreme close ups
9. Aimed at teenage audience
10. Establishing shot - groups
Britney Spears - Toxic:
Insitution: Robert. E.
Kapsis:
This music video shows
typical conventions of the pop genre, such as using bright colours,
high special effects and a huge focus on make up and costuming.
Therefore, when the audience first view the video, they will
instantly recognise that the music video belongs to the pop genre.
Previous fans of Britney Spears may also expect these conventions,
and would be confused by a deep, emotional and darker music video.
The audience would also expect the song to be upbeat, which is
complemented by the dance routines shown in the video, which is a
convention of the genre.At the beginning of the video, a glass is used as a prop to fit the appropriate genre. The glass of champagne gives an idea of class and luxury, and glamorizes the music video.
Goodwin:
The music video also complies with Goodwin's theory as the lyrics of the artist match what is shown on screen. For example,
'I'm calling,'
shown with her picking up the phone, her imitating the actions described in the lyrics.
'You're toxic'
shown with a picture of poison with the word Toxic on it.
There are also a lot of close ups of the artist, which are used to give the indication that women bodies are seen as something that should be watched. This is shown in this shot as the artist is wearing provocative clothing, therefore highlighting her figure and meeting this theory. The music video also shows reference to other things, such as the special effects are used to create an image that is similar to the setting of Mission Impossible.
Classification and Interpretation - Steve Neal:
Ideology:
The conventions of the pop genre are used, such as bright colours, a high amount of special effects and a focus on costuming and make up. This will allow the audience to recognise from the beginning of the music video that the genre is pop and react appropriately to that. Britney Spears also represents the typical pop artist, with blonde hair and a lot of make up to highlight her features, as well as the behaviour she performs throughout the music video to draw attention to her body.
The conventions of the music video (dance routines, bright costumes and make up) have been used in this video as they have been successful in other music videos of the pop genre, as they create a upbeat and positive feel that matches the music and people enjoy. The audience may find an escape through the high amount of special effects of the music video, and the positive and indifference the artist appears to have despite singing about an unhealthy relationship. Females may identify to the aritst and feel inspired to have the same attitudes when it comes to negative experiences, as this outlook allows them to escape the social problems of the situation.
The Killers - All These Things I've Done:
This music video contrasts with the pop video as it comes across that is something that was created with a low budget, considers itself less serious and is filmed in the typical black and white of an indie pop video. Here the focus is on the band, which are shown giving a live performance, rather than the narrative, which doesn't seem to make much sense. The setting of the video is also a realistic place, again contrasting to the bright colours used in the pop video. This allows the audience to instantly recognize that the video they are seeing is a indie-pop music video, and reflects the slower music track which accompanies it.
The video also matches the lyrics in terms of mood. At the beginning of the video, the score is slower and the narrative matches that. However, later on in the video the artist begins to sing more upbeat music, which becomes louder to reflect the positive mood. The video represents this change in mood by using quicker takes and shows the individuals in the shot running as opposed to standing still.
'When there's nowhere else to run,
Is there room for one more son,
One more son.'
'I want to stand up, I want to let go.'
Goodwin's theory is also shown by using lots of close ups of the artists, switching between close ups of whose singing and establishing shots of the entire band. This represents the genre as the indie genre is often made up of bands, whereas pop is often created by a one-person artist.
Women's bodies are also shown to be looked at in this music video, shown by the clothes the females are wearing in the media product. This costuming is used to show the women as to be used for 'decoration', also implied by them not having a valid role in the narrative.
The content shows Robert. E Kapsis' theory as the conventions shown above allow the audience to instantly recognize the genre of music they are watching (indie) through the video. These characteristics are the irony shown in the music video, such as the man shown falling into the water at the beginning. This is typical of the indie genre, as most artists in the field make music videos which are less serious and contain some humour. Other characteristics include editing the video in black and white, the realistic setting and the low budget editing and effects.
Conclusion:
The Killer's music video has shown me the conventions of the indie-pop genre, including black and white editing and a less serious approach to music. Therefore, I will use black and white editing in at least one shot of my music video and other conventions of the genre, such as casual clothing. However, the idea of using costuming which represents women as decoration may be useful to use as I could use glamorous clothing if I use a female artist.
Conclusion of Representation:
The representation lesson will help me with my own music video as I know now how important it is to challenge or coincides with stereotypes through all aspects (costuming, actions, shot types) and how this will affect the audience watching it (some will be able to identify with it, others will object.) Christina Aguilera and Rihanna show the importance of representing themselves in a certain way, which may not be realistic, however this is essential for their success and the image they create. I liked the use of props concerning representation (such as the My Chemical Romance video showing the band, therefore implying that they care about their music) and plan to use props to further the representations portrayed in my music video.
Music video history:
Music Industry Research:
Christina Perri - Jar of Hearts:
Todorov:
- Equilibrium - The artist's state of equilibrium is unhappy due to a past relationship, and being left by the person who she was previously with. The video shows her taking back the person who makes her unhappy, and therefore the feeling of being 'trapped' in a negative relationship.
- Disruption - The 'problem' in the video is shown when she ends the relationship.
- Equilibrium - After the relationship has ended, Christina is then in a new state of equilibrium, which is improved as she is now alone and therefore happier than the previous state.
Propp:
- Hero - The artist represents this character as the music video is revolved around her and her actions, and she is shown to resolve the problems and obsticles shown in the music video. She is the person who the audience wants to be happy and who is most interested in.
- Villain - The man in the video represents this character as he is shown to make the man character unhappy and is presented as mean and selfish.
Binary Opposites:
- Love/Hate - At the beginning of the video, despite being unhappy the artist is shown to love the man she's with. This contrasts with her feelings at the end of the video, in which she finally gains independence and begins to hate the character. Hate is also presented through the villain of the music video.
- Innocent/Dangerous - Christina represents the innocent character who wants the relationship to work, which therefore makes her vulnerable at the beginning of the video. However, the man is shown as dangerous as he takes advantage of her innocent nature and mistreats her.
Barthes:
- Action - The artist confronts the boy towards the end of the video, and the audience wonder whether she will end the relationship or return to it, as she has done previously.
- Enigma - The audience wonder whether the artist will escape the unhappy relationship and gain independence.
Dyer:
Stereotypes are used in this music video through the lyrics and narrative of the media product. Christina Perri presents women as the somewhat 'weaker' sex concerning relationship by singing about the emotional toll break ups have on women, whereas men are often considered manipulative and selfish in relationships. However, the lyrics in the song give the impression that she is no longer staying in an unhealthy relationship, challenging the previous stereotype by being 'strong'. Therefore, in the video, the audience may view the artist as independent and will admire her for having the courage to leave that relationship.
Signs:
The artist is represented as emotional concerning the relationship and break up, shown by the extravagent costuming and settings. The dark colours used through editing and setting are used to show the negative emotions of the artist, and the 'dark' place the problems in the relationship puts her in. In the middle of the music video, back up dancers accompany the aritst and the pace of the song increases, therefore reflecting how these negative emotions have caused anger in the artist, and she is finally strong enough to begin to stand on her own two feet. This contrasts to the slow pace at the beginning of the song, where only the artist was shown. Towards the end of the video, the artist pushes the love interest on the ground and walks away, signifying the actual break up
Hypermermic Model:
The lyrics and narrative, showing the artist escaping an unhealthy relationship, will inject a message that women are able to escape such relationships and should take care of themselves by doing so. It may also give the indication that women are in fact stronger than men, as the artist is shown to physically harm the male at the end of the video.
Timeline 1:
Timeline - Marina and the Diamonds:
0.00 - Long shot of artist
0.06 - Close up of artist
0.08 - Mid shot of artist
0.09 - Close up of artist
0.11 - Long shot of artist (Static Effect)
0.13 - Close up of dog, handheld camera
0.14 - Long shot of artist
0.14 - Mid shot of artist
0.15 - Mid shot of dog
0.16 - Close up of artist
0.18 - Long shot of artist
0.19 - Long shot of artist with chandelier
0.20 - Close up of piano
0.21 - Close up of artist
0.23 - Mid shot of artist - with light bulb
0.26 - Long shot of artist on bike
0.27 - Close up of artist
0.28 - Mid shot of artist - spinning
0.29 - Close up of artist
0.31 - Long shot - artist not main focus
0.32 - Close up of artist
0.33 - Extreme close up of previous shot
0.34 - Close up of artist
0.36 - Close up of artist
0.38 - Mid shot of artist
0.39 - Close up of artist
0.41 - Close up of artist
0.42 - Mid shot of artist
0.43 - Extreme close up of lips
0.43 - Long shot of artist
0.44 - Long shot of artist - next shot zoomed in
0.46 - Long shot of of artist - same effect as previous shot
0.49 - Close up of artist
0.50 - Close up of artist
0.51 - Close up of artist - zoomed out
0.52 - Mid shot of artist
0.53 - Jump cut
0.53 - Jump cuts - long shots near piao
0.57 - Close up of artist
0.58 - Long shot - piano
0.59 - Jump Cut - long shot near piano
1.00 - Close up of artist
1.01 - Jump cut
1.02 - Extreme close up
1.04 - Close up of artist
1.06 - Extreme close up of artist
1.07 - Close up - handheld camera
1.07 - Close up of artist
1.08 - Close up
1.08 - Extreme close up - artist's lips
1.10 - Close up of artist
1.11 - Close up of artist
1.11 - Close up of artist - zoomed in
1.14 - Mid shot
1.15 - Jump Cut
1.16 - Close up
1.16 - Mid shot - handheld camera
1.18 - Close up
1.19 - Close up
1.20 - Close up
1.21 - Extreme close up - centre of face
1.22 - Close up - moving around room
1.22 - Close up - chandellier
1.24 - Mid shot of artist - from behind
1.25 - Mid shot - zooms in
1.26 - Mid shot - pan/track
1.29 - Mid shot of artist
1.31 - Mid shot - pan/track
1.32 - Close up of artist - pan/track
1.33 - Jump cut
1.36 - Mid shot of artist
1.38 - Close up of artist's feet
1.39 - Long shot of artist
1.40 - Close up of artist
1.41 - Mid shot of artist
1.42 - Mid sot of artist
1.45 - Mid shot of artist - track
1.45 - Mid shot of artist
1.46 - Mid shot of artist
1.47 - Mid shot of artist
1.50 - Close up of artist - track
1.51 - Close up of artist
1.52 - Close up of artist - track
1.53 - Mid shot of artist - track
1.54 - Mid shot of artist
1.55 - Long shot of artist
1.56 - Mid shot of artist - track
1.57 - Mid shot of artist
1.57 - Mid shot of artist - track
1.58 - Long shot of artist
1.59 - Close up of artist
2.00 - Long shot of artist - track
2.01 - Close up of artist
2.02 - Long shot of artist
2.04 - Mid shot of artist - tilt
2.05 - Close up of artist
2.06 - Long shot of artist - crane
2.07 - Close up of artist
2.08 - Extreme close up
2.09 - Long shot of artist
2.10 - Mid shot of artist
2.12 - Extreme close up
2.12 - Extreme close up
2.13 - Close up of props
2.14 - Long shot of artist - track
2.15 - Extreme close up
2.16 - Long shot of artist
2.18 - Mid shot of artist
2.18 - Long shot to close up
2.20 - Extreme close up of lips
2.21 - Long shot of artist
2.21 - Long shot of artist
2.22 - Extreme close up - lips
2.24 - Close up of artist
2.24 - Close up of artist
2.25 - Close up of artist
2.26 - Long shot of dog
2.27 - Long shot of artist
2.28 - Mid shot of artist
2.29 - Mid shot of artist
2.31 - Close up of artist
2.32 - Extreme close up of lips
2.34 - Close up of artist
2.35 - Close up of artist
2.36 - Mid shot of artist
2.37 - Close up of artist - black and white editing
2.47 - Mid shot of artist
2.48 - Close up of artist
2.49 - Mid shot of artist
2.50 - Close up of rain - black and white editing
2.51 - Mid shot of car - black and white editing
2.54 - Extreme close up
2.55 - Mid shot of car wash - black and white editing
2.56 - Close up of car wash - black and white editing
2.57 - Close up of artist
2.58 - Extreme close up
3.00 - Close up of car - black and white editing
3.02 - Close up of cr - black and white editing
3.02 - Mid shot of artist
3.03 - Long shot of artist
3.07 - Close up of car - black and white editing
3.08 - Series of shots of car wash - black and white editing
3.10 - Close up of artist
3.11 - Long shot of artist
3.12 - Mid shot of artist
3.13 - Mid shot of artist
3.15 - Close up of artist
3.15 - Mid shot of artist
3.16 - Mid shot of artist
3.17 - Close up of artist
3.18 - Close up of artist
3.19 - Close up - zoomed in
3.20 - Long shot of artist
3.20 - Close up of artist
3.22 - Long shot of artist
3.23 - Close up of artist
3.24 - Long shot of artist
3.25 - Close up of artist
3.25 - Mid shot of artist
3.26 - Long shot of artist
3.27 - Long shot of artist
3.28 - Mid shot of artist
3.29 - Close up of artist
3.30 - Close up of artist
3.31 - Close up of artist
3.32 - Close up of artist [Static effect]
3.33 - Mid shot of artist
3.34 - Mid shot of setting
3.35 - Close up of artist
3.36 - Long shot of artist - tracking
3.37 - Mid shot of artist
3.37 - Close up of artist
3.38 - Mid shot of artist
3.40 - Extreme close up of lips
3.41 - Mid shot of artist
3.43 - Close up - zooms out
3.44 - Close up of artist
1.01 - Jump cut
1.02 - Extreme close up
1.04 - Close up of artist
1.06 - Extreme close up of artist
1.07 - Close up - handheld camera
1.07 - Close up of artist
1.08 - Close up
1.08 - Extreme close up - artist's lips
1.10 - Close up of artist
1.11 - Close up of artist
1.11 - Close up of artist - zoomed in
1.14 - Mid shot
1.15 - Jump Cut
1.16 - Close up
1.16 - Mid shot - handheld camera
1.18 - Close up
1.19 - Close up
1.20 - Close up
1.21 - Extreme close up - centre of face
1.22 - Close up - moving around room
1.22 - Close up - chandellier
1.24 - Mid shot of artist - from behind
1.25 - Mid shot - zooms in
1.26 - Mid shot - pan/track
1.29 - Mid shot of artist
1.31 - Mid shot - pan/track
1.32 - Close up of artist - pan/track
1.33 - Jump cut
1.36 - Mid shot of artist
1.38 - Close up of artist's feet
1.39 - Long shot of artist
1.40 - Close up of artist
1.41 - Mid shot of artist
1.42 - Mid sot of artist
1.45 - Mid shot of artist - track
1.45 - Mid shot of artist
1.46 - Mid shot of artist
1.47 - Mid shot of artist
1.50 - Close up of artist - track
1.51 - Close up of artist
1.52 - Close up of artist - track
1.53 - Mid shot of artist - track
1.54 - Mid shot of artist
1.55 - Long shot of artist
1.56 - Mid shot of artist - track
1.57 - Mid shot of artist
1.57 - Mid shot of artist - track
1.58 - Long shot of artist
1.59 - Close up of artist
2.00 - Long shot of artist - track
2.01 - Close up of artist
2.02 - Long shot of artist
2.04 - Mid shot of artist - tilt
2.05 - Close up of artist
2.06 - Long shot of artist - crane
2.07 - Close up of artist
2.08 - Extreme close up
2.09 - Long shot of artist
2.10 - Mid shot of artist
2.12 - Extreme close up
2.12 - Extreme close up
2.13 - Close up of props
2.14 - Long shot of artist - track
2.15 - Extreme close up
2.16 - Long shot of artist
2.18 - Mid shot of artist
2.18 - Long shot to close up
2.20 - Extreme close up of lips
2.21 - Long shot of artist
2.21 - Long shot of artist
2.22 - Extreme close up - lips
2.24 - Close up of artist
2.24 - Close up of artist
2.25 - Close up of artist
2.26 - Long shot of dog
2.27 - Long shot of artist
2.28 - Mid shot of artist
2.29 - Mid shot of artist
2.31 - Close up of artist
2.32 - Extreme close up of lips
2.34 - Close up of artist
2.35 - Close up of artist
2.36 - Mid shot of artist
2.37 - Close up of artist - black and white editing
2.47 - Mid shot of artist
2.48 - Close up of artist
2.49 - Mid shot of artist
2.50 - Close up of rain - black and white editing
2.51 - Mid shot of car - black and white editing
2.54 - Extreme close up
2.55 - Mid shot of car wash - black and white editing
2.56 - Close up of car wash - black and white editing
2.57 - Close up of artist
2.58 - Extreme close up
3.00 - Close up of car - black and white editing
3.02 - Close up of cr - black and white editing
3.02 - Mid shot of artist
3.03 - Long shot of artist
3.07 - Close up of car - black and white editing
3.08 - Series of shots of car wash - black and white editing
3.10 - Close up of artist
3.11 - Long shot of artist
3.12 - Mid shot of artist
3.13 - Mid shot of artist
3.15 - Close up of artist
3.15 - Mid shot of artist
3.16 - Mid shot of artist
3.17 - Close up of artist
3.18 - Close up of artist
3.19 - Close up - zoomed in
3.20 - Long shot of artist
3.20 - Close up of artist
3.22 - Long shot of artist
3.23 - Close up of artist
3.24 - Long shot of artist
3.25 - Close up of artist
3.25 - Mid shot of artist
3.26 - Long shot of artist
3.27 - Long shot of artist
3.28 - Mid shot of artist
3.29 - Close up of artist
3.30 - Close up of artist
3.31 - Close up of artist
3.32 - Close up of artist [Static effect]
3.33 - Mid shot of artist
3.34 - Mid shot of setting
3.35 - Close up of artist
3.36 - Long shot of artist - tracking
3.37 - Mid shot of artist
3.37 - Close up of artist
3.38 - Mid shot of artist
3.40 - Extreme close up of lips
3.41 - Mid shot of artist
3.43 - Close up - zooms out
3.44 - Close up of artist
Conclusion:
From this music video I have found the importance of using close ups and shots of the artist, and therefore promoting the artist. Though I have only described the most significant movements, the camera is moving through a crane the entire time to match the beat of the song. This has taught me that I need to use shots to promote the artist in this genre and movement, of the things in the shot and the camera, are extremely important.
Conceptual - no narrative or performance, built around a concept.
Narrative - some writers claim music videos are like films, others disagree (anti-narrative).
Meat Loaf - I'd Do Anything for Love:
The narrative shows the artist looking for his love at the beginning of the video, which is shown by the text shown at the start. It then shows him waiting for her, however when she arrives at his house he hides as he believes he's not desirable or good enough for her. Towards the end of the video, the lyrics indicate that she is telling him to move on and he is refusing, however the last shot shows them driving away together. He is shown to transform from a vampire to a human when the woman accepts him for who he is.The narrative is not complete as we are not told why the police are chasing him, who the woman is or why she is shown taking a bath or lying on his bed. For this reason, there are still questions in the narrative which prevent it from being full.
The music video accurately represents the idea of doing everything to make a relationship work to find love, although it may be shown more literally than the day-to-life efffort required in relationships to make them successful. However, the song does give the indication that the things a person is willing to do to save the relationship must end at sometime, which I don't think is accurately shown in the video. Therefore, I think the music video would have been more successful if they would've shown this aspect. I also believe that the music video was too long, and may not be identifiable and interesting to a younger audience.
The music video accurately represents the idea of doing everything to make a relationship work to find love, although it may be shown more literally than the day-to-life efffort required in relationships to make them successful. However, the song does give the indication that the things a person is willing to do to save the relationship must end at sometime, which I don't think is accurately shown in the video. Therefore, I think the music video would have been more successful if they would've shown this aspect. I also believe that the music video was too long, and may not be identifiable and interesting to a younger audience.
Aerosmith - Crazy:
The narrative shows two female students ditching school. These characters fit the stereotype of teenagers; reckless and having a wish for independence, without any regard for their education. They fit the stereotype specifically of the gender by using their bodies and performing promiscuous behaviour to get drinks. The male on the farm shown is also stereotypical as wanting to escape from the agriculture, and does not prevent the girls from performing the behaviour they do in the music video. A link is made between the lyrics and the narrative when they are shown in the car lip syncing/singing along to the lyrics of the song, also the main character is shown to do actions or movements that are extremely similar to those of the band members, connecting the narrative and the performance.
However, the narrative does not necessarily fit with the lyrics of the song other than implying that the girls are showing 'crazy' behaviour to blow off steam. Gaps in the timeline also prevent the narrative from being complete, such as what happened to make the girls ditch school and the consequences of doing so. I think that the narrative may be more identifiable to a younger audience, and I will use the aspect of mirroring actions and lip syncing during the narrative as well as the performance scenes in my own music video.
Only a point of view shot is used throughout the video to show a man (as initially concluded by the audience) on a night out. The track used is non-diegetic for most of the video, however diegetic sounds of the man's actions are added through sound mixing. When 'he' goes into the club, the music becomes diegetic as the character is able to hear this. The drugs 'he' is shown to take create a downward spiral and cause 'him' to become more aggressive throughout the video, where the chaos of the video compliments the beat of the music. The video is filmed through a handheld camera, signifying the effects the drink and drugs has on the artist. At the end of the music video it is revealed that the main character is actually a female, shocking the audience as they do not associate the behaviour shown in the music video.
I particularly liked the idea of using only a point of view shot throughout the music video as it is extremely unique and different from any video I've seen before. Therefore, I will consider including some point of view shots in my own production, as this can also be used to create a fuller understanding of the artist as the audience are forced to see things from their specific point of view and perspective. I also liked the twist and shock factor at the end of the music video as it causes the audience to become interested in the media product.
I particularly liked the idea of using only a point of view shot throughout the music video as it is extremely unique and different from any video I've seen before. Therefore, I will consider including some point of view shots in my own production, as this can also be used to create a fuller understanding of the artist as the audience are forced to see things from their specific point of view and perspective. I also liked the twist and shock factor at the end of the music video as it causes the audience to become interested in the media product.
Sound:
In music videos, the editing cuts the image on the beat. Figures also have to interact with the sound, for example tapping a pen with the beat. Video often placs the singer at the front and centre of the stage to allow the audience to only focus on them. Music videos break down the lyrical and musical elements to the smallest detail, such as a prop, colour or gesture. How we perceive the image is determined on how we hear the song. Lip syncing in a music video is essential. Most viewers focus more on the video over the lyrics of the song.Most commonly the image does not follow the process of the lyrics. In a song there is often a musical hook, often recognized and used on adverts, which should be paid attention to by the artist and complicated.
Editing
This is vital for a music video, and should be done to the beat of the song. It is frequent, using mostly short takes, ensuring that all elements of the music video have no 'upper hand' and gives equal focus to all of these aspects. It is often used to keep the viewer entertained, and jump cuts are a common method. Long dissolves and takes are used in smooth, melodic songs. Editing is designed to be noticed, guiding the viewer on where to look in the music video, such as important props. Continuity systems are therefore less common as the artist wants the viewers to notice these things. A music videos works to spark interest and persuade the viewer to buy it, therefore discontious editing forces us to focus on the music and the visual clues rather than the narrative. Graphic matches are often used.
Mise-en-scene
- Setting is part of the artist's world
- Location - setting itself, presentation of the setting, what meaning will be associated with it.
- Settings - provides genre instantly.
- Often generic - beach, train station.
- Also communicate class and ethnicity.
- Props are important as they serve a purpose of communicating meaning.
- Common settings: Performance spaces, arenas, deserts, empty hallways, recording studios, fashion shows, classrooms, familiar type of space (couch), big empty warehouses.
- Series of settings of locations.
- Minimum of three settings
- Clothing - performer in different costume to those around them, dancers wear the same thing.
- Brand identity and genre.
- Costumes can compliment the formal features of the set.
Cinematography
- Long shots are used to show the figure and promote the star
- Mid shots allow us to take a little bit more information in about the figure
- Close ups are heavily used and draw our attention to something.
- Don't follow the same rules as Hollywood films
- The camera often dissects the figure, focusing on one part of the figure rather than them as a whole
- Music videos are fun and interesting to watch as they don't follow the same rules as Hollywood films
- Artists are often show breaking down the fourth wall to break the barrier between them and the viewer
- Low angles are used to show someone as masculine and superior.
- Can mix high and low angles
- Movement is essential - lots of movements as the music builds to a crescendo
- Tracking - crucial. Provide relief.
- Editing and cinematography can work well together - cut as the dancers move.
- Dissolve and tracking shot work well.
- Crane from a low to a high angle works well.
- No typical shot order.
- Musical phrase need to be more significant.
Meaning
- Unpredictable - no time references
- A video will hint a character's personality, but will never fully show it
- Rarely see an action completed
- Stories are suggested but not given in full
- Read emotions into the image - make a connection in the song
- Narrative is interrupted with shots of the star
- Close ups of the star are a must all the way through
- Dancers/Band support the star
The first shot in the video is a close up, therefore effectively allowing the audience to identify her as the main star. The camera then pans down, involving movement through the shot, which is an extremely important aspect of music videos. Using a shallow focus this also allows the audience to notice the costuming of Lady Gaga, including an eye piece which is brightly coloured, a convention of the prop genre used to represent the artist as ‘glamorous’ and to keep the audience interested. The setting around her and the props give the indication that this is a pop video, as the pool and large dogs are associated with wealth, which is often portrayed through the genre. Special effects of lighting are used, co-coordinating with the metallic colours used in the shot and representing Gaga's 'alternative' approach through her music. This is also shown through the jump cuts used. The artist is then showed singing using close up shots. The wig and background used in this shot are also metallic colours, therefore matching the rest of the music video's colour scheme. Special effects are added to duplicate the artist, allowing the audience to see her many times and therefore again putting the focus on her.
The artist is highlighted when she is with the dancers through her costume. She is dressed is bright blue, which causes her to stand out among the dancers, who are dressed only in black. This gives the indication that she is the most important aspect of the video, and the dancers are only there to support her. Lady Gaga and the backup dancers are shown doing a dance routine on each chorus of the song, which has been chosen to reflect the energetic tone and message of the song, specifically that of the music hook, which the viewer will remember. The beat is also emphasized by the short takes used throughout the music video, often to the beat of the music, therefore representing the 'chaos' and pace of a party, a situation in which the artist is shown to be in to amplify this message.
Editing is used to draw the audience's attention to the main star, therefore promoting her and little else. Short takes are used when showing the back up singers, as they are only there to compliment and highlight the artist and therefore do not distract the viewer. Jump cuts are used of the artist singing to again have long periods showing only her, however this effect may make the video more interesting. Short takes are used throughout the music video to match the beat of the music and correspond with the party theme portrayed through the video, as well as the bright colours (particularly gold) used which signify glamour and are conventions of the pop genre.
In a long shot of the party scene, the artist is positioned in the middle of the frame with extras surrounding her. This highlights her in the centre of the frame, drawing the audiences attention, which is exaggerated as she is the only blond person in the group. Extreme close ups are used to show the props in the video, the cards, to match the lyrics of the song.
Conclusion:
From this video I've learnt the importance of props and colour in order to promote the artist and cause them to be the focus of attention for the viewer. For example, using hair colour/wigs to cause the artist of this video to be the most significant thing in the video. In my own production, I will use costuming and props to allow the artist to contrast to their surroundings/other people, therefore causing them to stand out. This video also highlights the importance of choosing a setting which reflects the concept and represntation of an artist, as in this video all the props and settings are used to signify wealth and luxury.
Editing is used to draw the audience's attention to the main star, therefore promoting her and little else. Short takes are used when showing the back up singers, as they are only there to compliment and highlight the artist and therefore do not distract the viewer. Jump cuts are used of the artist singing to again have long periods showing only her, however this effect may make the video more interesting. Short takes are used throughout the music video to match the beat of the music and correspond with the party theme portrayed through the video, as well as the bright colours (particularly gold) used which signify glamour and are conventions of the pop genre.
In a long shot of the party scene, the artist is positioned in the middle of the frame with extras surrounding her. This highlights her in the centre of the frame, drawing the audiences attention, which is exaggerated as she is the only blond person in the group. Extreme close ups are used to show the props in the video, the cards, to match the lyrics of the song.
Conclusion:
From this video I've learnt the importance of props and colour in order to promote the artist and cause them to be the focus of attention for the viewer. For example, using hair colour/wigs to cause the artist of this video to be the most significant thing in the video. In my own production, I will use costuming and props to allow the artist to contrast to their surroundings/other people, therefore causing them to stand out. This video also highlights the importance of choosing a setting which reflects the concept and represntation of an artist, as in this video all the props and settings are used to signify wealth and luxury.
Plan B - She Said:
Diverting to the popular convention of the prop genre, this song uses a dull, dark colour scheme to represent the emotions and messages in the narrative over glamorizing the artist. All of the clips in the music video work to tell a story, of a man who gets set up and has to go to court - therefore props, setting and costuming are built around that.
The artist is shown wearing the same costuming as everyone else, a suit, which ties to the narrative of him in court. However, he is highlighted as the artist and promoted through a series of close ups of him lip syncing. This allows the audience to easily identify him as the singer, and therefore to understand that the focus of the video is him. He is first shown in court standing in between two police officers, whose costuming contrasts to his, therefore making him stand out.
The narrative explains the artists setting and costuming, which is first shown through a long shot. The artist and a love interest are shown in an elevator, portrayed in dull lighting to give the indication of secrets or mystery surrounding the two. The camera then pans down to show the two are physically close, allowing the audience to make the connection that the two are in a relationship. The artist in then shown in court, which is easily identified through his suit and the two guards either side of him, giving the indication that the previous event shown is the reason why the artist is standing trial.
This is later confirmed by a close up of the artist, following by an over the shoulder shot of the woman who was in the elevator, giving evidence in the court. The facial expressions and lyrics of the artist give the indication that she's testifying against him, and that he's been set up. Mise-en-scene is used to portray the woman in a negative light, as she is costumed in a black dress and bright lipstick. This continues the belief that she is betraying the man on trial and these colours are associated with the villains in narratives.
This is later confirmed by a close up of the artist, following by an over the shoulder shot of the woman who was in the elevator, giving evidence in the court. The facial expressions and lyrics of the artist give the indication that she's testifying against him, and that he's been set up. Mise-en-scene is used to portray the woman in a negative light, as she is costumed in a black dress and bright lipstick. This continues the belief that she is betraying the man on trial and these colours are associated with the villains in narratives.
The extras in the music video then begin to move to the beat of the song, shown through a close up shot in which a man moves his head to the beat. A long shot is then used to show the rest of the people in court, shown through the setting and costuming of suits, as they also move to the beat. This causes the viewer to become interested as it draws more attention to the music.
Slow motion and colours are used to show flashbacks, giving an insight into why the artist is in court. Mise-en-scene gives the impression that he used to be wealthy, as well as showing him and the love interest in a relationship. This gives answers to the audiences questions and gives more detail as to why the artist is in court, showing that he was set up.
However, despite the flashbacks and detail provided, some of the audiences questions are still unanswered and the narrative is not completely full. This includes whether the man is found guilty or not guilty and why he was set up.
Conclusion:
From this music video I have found an interest in using the way people move in the production to the beat or speed of a song. This will engage the audience and may cause them to enjoy the video more as well as emphasising the lyrics of the song. This video also has a strong narrative, and relies heavily on flashbacks to allow the video to make sense and to answer any questions that the audience may have at the beginning of the video. I think that using flashbacks to do so will be something I do in my own music video.
Textual Analysis:
Anna Calvi - Suddenly
No comments:
Post a Comment