Stereotypes, Camera Angles and Movements

In this lesson we had to look at the music video 'Otis' by Kanye West and Jay-Z and look at the representation in it. The reason why we looked at these was to see how music videos work with representation.

We had to follow this up with doing the same with a music video of our choice, in the style that we would like to do for our own. I chose 'Hurt' by Johnny Cash

In the next lesson we looked at 'Otis' again but this time looked at the camera angles and movements and see how the representation is affected by it.

Afterwards I looked at the camera angles and how it affected representation with 'Hurt'.

Summer Music Video: The Doors-Alabama Song

Link to original song: https://www.youtube.com/watch?v=DX42_3ZKv8c
Music Video: https://www.youtube.com/watch?v=fuxEMxQP02w&feature=youtu.be

At the end of Year 12, my class and I were given a task to complete over the summer holiday which was to create our own music video using an already existing song.
The song that I chose was the version of the "Alabama Song" performed by the Doors (1966). I don't really know what made me choose this song. I think the reason for this is because the song could be seen as quite depressing which fit with the style I was comfortable with and also I found it easy to remember the lyrics after a couple listens.

Lyrics:
Well, show me the way 
To the next whisky bar 
Oh, don't ask why 
Oh, don't ask why 

Show me the way 
To the next whisky bar 
Oh, don't ask why 
Oh, don't ask why 

For if we don't find 
The next whisky bar 
I tell you we must die 
I tell you we must die 
I tell you, I tell you 
I tell you we must die 

Oh, moon of Alabama 
We now must say goodbye 
We've lost our good old mama 
And must have whisky, oh, you know why 

Oh, moon of Alabama 
We now must say goodbye 
We've lost our good old mama 
And must have whisky, oh, you know why 

Well, show me the way 
To the next little girl 
Oh, don't ask why 
Oh, don't ask why 

Show me the way 
To the next little girl 
Oh, don't ask why 
Oh, don't ask why 

For if we don't find 
The next little girl 
I tell you we must die 
I tell you we must die 
I tell you, I tell you 
I tell you we must die 

Oh, moon of Alabama 
We now must say goodbye 
We've lost our good old mama 
And must have whisky, oh, you know why

The two following images are the storyboards that I created for my music video. While I didn't follow it completely, by the end I felt I had stuck to these as closely as I could since I realised while filming that some of these moments wouldn't have worked.

The pictures below are ones that were taken over the summer to help me plan my music video by letting me know how far I was relative to the camera.

Analysis:
The video opens with a shot of the sky before panning down to a close-up of the side of my face. A tracking shot begins as I walk and lip-sync. It cuts to a close-up of me walking towards the camera. It dissolves to a POV shot as I walk towards a pub and then zoom in on it.
The video dissolves into another shot of the sky before panning down again on me sitting down outside by a table with a whiskey bottle and shot glass. After a bit of lip-syncing I also begin to pour a glass of whiskey and drink it while continuing to lip-sync.
The video then begins to show stills of the whiskey bottle getting more and more empty as the next verse starts. It then cuts to an extreme close-up of my mouth lip-syncing the song. It cuts to an extreme close-up of my eyes, before cutting to a medium shot of me standing against a wall. Once the verse is finished, I look down as the camera pans up.
The video cuts to me opening the whiskey bottle and drinking the remnants of it before turning to a low-angle shot. I then turn back to a medium shot before throwing the bottle. The video ends with a close-up of the bottle smashing in slow-motion.
This video was intended to show that the alcoholic was fully dependent on the whiskey but because of my facial expression, was never happy with it.
The entire video is shot in black and white to give a depressing atmosphere to the video and song which I think works terrifically for something that I didn't originally intend.


Behind the Scenes:
I consider my music video to be quite simple in how its shot. Recording the video either took place in town or at my house. I think that the shots weren't the most visually interesting as I put more emphasis on the lip-syncing which I think went quite well.
The types of camera work that I used in this video include; panning, tracking shots, medium shots, low-angle shots, POV shots and close-ups.
I decided that I would be the only person in the video. Originally I considered having others in the video as well but I changed my mind as just having me in the video would make it easier as only I had to memorise the lyrics and I wouldn't have to worry about the others not being able to film.
While planning out the video with the storyboards above, I always planned to film the video at town and my house as there wasn't anywhere else that was needed for the video.
I ran into problems with the weather throughout the summer as well as the lighting never being right for the shots at my house. It was because of these issues that I wasn't able to get a good shot of the moon.
The final shot was the most frustrating to shoot as I had to go through 3 bottles until I had a version that looked right.
Another part of the video that was annoying was the shots that I took at town. The original ones were taken before I had the music playing so I had to lip-sync from the top of my head. Needless to say it didn't fit. So I had to re-shoot them which ended up working because I had the song playing while I was singing along.
I edited this video with an app on my IPhone called IMovie. It was pretty simple to use as it allowed me to cut the individual shots easily and sync them up with the music.
When editing the video together, I came to the decision that it would all be in black and white. While it made the fact that I was drinking cold tea irrelevant and I could of averted all the trouble that came along with that, I think it fit the mood for the song.


Conclusion:
As I mentioned above, I think that I stuck as closely as I could with my original idea for this video as I had to get rid of bits for time and practicality. I think that the video came together quite nicely and it was somewhat surprising that I had to cut out some scenes from it since the video became too long.
I think the part that I'm happiest with was the close-up of my mouth while lip-syncing, the reason for this was because the audio matched up with my lip movements very well.
The part that I think could have been improved was the moment near the end when I threw the bottle and then the cut to the bottle smashing. I think that the editing there didn't look quite right. The reason for this is because they were two different bottles, with the one I threw in the former bit didn't smash on camera as it bounced off the wall.
In conclusion, while there were many annoyances in filming and editing, I think my music video was better than what I thought it would be. The reason for this is because I wasn't very confident in my ability to edit the footage together however at certain points, it blended together almost seamlessly.

Analysis of AS Media Studies

Throughout Year 12 AS Media Studies my class and I covered a wide variety of subjects which I felt has helped me become more skilled and knowledgeable at this subject.

Prelim Task

At the beginning of the year our first task was to use Adobe InDesign and Photoshop to a limited extent with the goal of creating our own college magazines using real magazines as inspirations and taking some ideas from them.

This is the cover for the college magazine that I created in September 2016. It is clear that it was created by someone trying to learn how to use the Adobe software.

This is an example of the practice we did in Photoshop. This taught me how to manipulate images.

The prelim task was a good introduction to the two main software that I would be using for the rest of the year. I did originally have worries about the software as it looked too complicated however by the end of the task I felt more confident in it.

Main Task

The next part of the year was spent on perfecting our skills that we learnt in the prelim task to create a music magazine. I started off by finding examples of real music magazines and basing mine off on them.
To the left is the contents page of a music magazine that I chose to base mine on which is located below. This was the one that came out most similar to the original inspiration.

One thing that was essential to the creation of the magazine was to get your own photos to use. In order to do this two members of my class and I went into Town to take pictures for our music magazines. I edited these photos in Photoshop to make them fit with the tone I wanted my magazine to fit.

During this task I created a cover, a contents page and a double-page spread. The last two I had to put in information into them to make them appear more legitimate.

By the end I considered this task to be a success as it gave more confidence in using Adobe software and how to use my own initiative to get the task done.

Evaluation

Near the end of the year I had to answer seven questions and upload them to my blog. Each of them needed to be using a different technique.

This was probably the most difficult thing that I did in the year as it forced me to use different skills that I had not used before.

The questions and styles I did them in are as follow:

1. Who would be the audience for your media product? Audio with Images

2. How did you attract/address your audience? Lip-sync animation.

3. How does your media product represent particular social groups? PowerPoint with Voice-over.

4. What have you learnt about technologies from the process of constructing this product? Cards (key words place on cards which are held up when they are said)

5. In what ways does your media product use, develop or challenge forms and conventions of real media products? Piece to camera

6. What kind of media institution might distribute your media product and why? Greenscreen

7. Looking back at your preliminary work what have you learnt in the progression from the college magazine to the full product? PowerPoint presentation with music

The lip-sync animation was, in my opinion, the most difficult of all of them as I found it frustrating how to get it to match the audio. I had to think outside the box in order for some of these to work. For example, in order to film Question 4 I had to match the cards with the key words and make sure they would match up with the audio from the voice over for the video.

During the evaluation, I learnt how to use the greenscreen which will come in handy in the future. During this time I started to use Revelation Art to create a stick figure animation however I decided against using it for my evaluation. I also continued to be more independent as much of what had to be done was in my own time instead of in school (i.e questions 4 and 5 were filmed at my home).

The main software that I used during this period was Sony Vegas which helped match the previously recorded audio with the video that was filmed afterwards. For example, I had to use it to place in different versions of the same character with a different mouth and match it with the audio to create an acceptable lip-sync.

Media City

In January 2017 we visited Media City and had a tour around the BBC building where we looked around at different rooms like BBC Radio 6, the stage for BBC Breakfast and a large studio for the TV dramas and learnt how they put up the sets for the different programmes. I found this visit to be very informative in learning what went on behind the scenes in making things, such as the news, and how difficult it is.

Exam

For our exam we had to answer two questions, one relating to how things such as gender, sexuality, social class etc were represented in a clip from a TV drama and the second one was having to analyse how something like advertising affects the successful distribution of a film. For the second question we had to look at two films and their respective production companies in order to compare them.

In the build up for the exam I experienced a large increase in my media knowledge. For example, for the first question we had to look how a particular thing was represented through the use of sound, editing and camera. Because of this I had to learn the terminology relating to these topics.

I also had to learn different terms and remembering figures in order to properly answer the second question. For example, how the films were advertised, the budget, the box office and synergy and cross-convergence with other companies.

The exam and the weeks leading up to it were an incredibly frustrating time but I do believe it gave me more knowledge in Media.

Conclusion

I think that Year 12 had me experiencing a great increase in my skills and knowledge for a subject that I hadn't done before. I have definitely become more confident in the basic software and now know how to analyse representation in clips by looking at the mise en scene, the editing, the sound and how the camera is used. I also have much greater knowledge than I did at the beginning of the year. Even though it was sometimes stressful I believe that what I learnt in Year 12 will help me in Year 13.

Music Video Analysis

1. David Bowie: Life on Mars? (1971)
Link; https://www.youtube.com/watch?v=v--IqqusnNQ

Lyrics:
It's a God-awful small affair
To the girl with the mousy hair
But her mummy is yelling no
And her daddy has told her to go

But her friend is nowhere to be seen
Now she walks through her sunken dream
To the seat with the clearest view
And she's hooked to the silver screen

But the film is a saddening bore
For she's lived it ten times or more
She could spit in the eyes of fools
As they ask her to focus on

Sailors fighting in the dance hall
Oh man, look at those cavemen go
It's the freakiest show
Take a look at the lawman
Beating up the wrong guy
Oh man, wonder if he'll ever know
He's in the best selling show
Is there life on Mars?

It's on America's tortured brow
That Mickey Mouse has grown up a cow
Now the workers have struck for fame
'Cause Lennon's on sale again
See the mice in their million hordes
From Ibiza to the Norfolk Broads
Rule Britannia is out of bounds
To my mother, my dog, and clowns

But the film is a saddening bore
'Cause I wrote it ten times or more
It's about to be writ again
As I ask you to focus on

Sailors fighting in the dance hall
Oh man, look at those cavemen go
It's the freakiest show
Take a look at the lawman
Beating up the wrong guy
Oh man, wonder if he'll ever know
He's in the best selling show
Is there life on Mars?




The music video for the glam rock song "Life on Mars?" is made in a way so that it matches its abstract lyrics. It also only features David Bowie in front of a white background all the way through.

Representation: Bowie is the only person in the entire video. He wears a blue suit with lots of makeup, including hair dye, making his face white and eye makeup. This is used to make him look androgynous and fit within the surreal nature of the song. He doesn't use much hand gestures except on a few occasions (such as the third picture).

Audience Aspirations/Expectations: What the audience would expect to see depends on whether one knows David Bowie and the genre or not. If they do the video wouldn't be that surprising for them, however if they only made expectations based on the song title it would not be what actually happens in the video which has no visuals that actually match the title.

Target Audience: I would say that the primary target audience would be teenagers however the connotations suggest that it is aimed at all ages with no particular gender or race. I think that it would be aimed at those who come from a working class background due to some of its lyrics.

Camera Shots: The video makes use of medium shots, close-ups, extreme close-ups (see the first image) and aerial shots with a zoom (third image). One particular example is an extreme close-up of Bowie's eyes with camera moving to see his face again.

Codes and Conventions: "Life on Mars?" is a glam rock song and it does follow the codes and conventions of the genre. This is because glam rock is described as being performed by musicians who wore outrageous costumes, makeup, and hairstyles, particularly platform shoes and glitter which does fit with what how Bowie is represented in the video.

Modes of Address: Throughout almost the entire song, except for when the camera is in a position where it's impossible, Bowie makes direct eye contact with the camera the whole time. The reason for this is because it gives the impression that he is directly communicating with us.

Institutions: Filmed by Mick Rock.

Context: This video was released in 1971 when music videos weren't all that common and were usually simple. This fits with this video as it only feature Bowie in front of a white background.

Narrative: The lyrics and video are intentionally surreal and the narrative could vary depending on who is watching however Bowie himself said that the song is about "A sensitive young girl's reaction to the media." and that "I think she finds herself disappointed with reality... that although she's living in the doldrums of reality, she's being told that there's a far greater life somewhere, and she's bitterly disappointed that she doesn't have access to it."

Conclusion: I find this song and video to be very successful as this song is what got me interested in David Bowie and although the video is weird, it has a strangely hypnotic feel to it that grew on me very quickly.

2. The Jam: Going Underground (1980)
Link; https://www.youtube.com/watch?v=AE1ct5yEuVY

                  

                  

                 

                

Lyrics:
Some people might say my life is in a rut
But I'm quite happy with what I got
People might say that I should strive for more
But I'm so happy I can't see the point
Somethings happening here today
A show of strength with your boys brigade
And I'm so happy and you're so kind
You want more money of course I don't mind
To buy nuclear textbooks for atomic crimes

And the public gets what the public wants
But I want nothing this society's got
I'm going underground (going underground)
Well the brass bands play and feet start to pound
Going underground (going underground)
Well let the boys all sing and the boys all shout for tomorrow

Some people might get some pleasure out of hate
Me, I've enough already on my plate
People might need some tension to relax
Me, I'm too busy dodging between the flak

What you see is what you get
You've made your bed, you better lie in it
You choose your leaders and place your trust
As their lies wash you down and their promises rust
You'll see kidney machines replaced by rockets and guns

And the public wants what the public gets
But I don't get what this society wants
I'm going underground (going underground)
Well the brass bands play and feet start to pound
Going underground (going underground)
So let the boys all sing and the boys all shout for tomorrow

We talk and talk until my head explodes
I turn on the news and my body froze
The braying sheep on my TV screen
Make this boy shout, make this boy scream!

Going underground
Going underground!
I'm going underground!
I'm going underground!

These braying sheep on my TV screen
Make this boy shout, make this boy scream!

Going underground (going underground)
Well, let the brass bands play and feet start to pound
Going underground (going underground)
Well, let the boys all sing and let the boys all shout
Going underground (going underground)
Well, let the brass bands play and feet go pow, pow, pow
Going underground (going underground)
So let the boys all sing and let the boys all shout for tomorrow


Representation: Despite being a punk rock band, The Jam have always worn smartly tailored suits rather than ripped clothes that is normal with these bands. This makes them come across as more civil although the do have an aggressive nature to them. They are in front of a white background, possibly to make the audience focus more on the band. Occasionally, they use clips of a nuclear bomb and pictures of former Prime Ministers to represent what the lyrics.

Audience Aspirations/Expectations:

Target Audience: The main target audience for this music video would be teenagers and over of the working class who had been affected by the government's decisions.

Camera Shots: The main shots used are master shots in order to see the whole band and medium shots when it focuses on the singer Paul Weller.

Codes and Conventions: The codes of conventions of punk bands is that their songs are short or fast-paced, with hard-edged melodies and singing styles, stripped-down instrumentation, and often political, anti-establishment lyrics. This means that "Going Underground" does follow the standard codes and conventions of punk rock music.

Modes of Address:

Institutions:

Context: This video was made in 1980. By this point music videos had become more common place which is shown that while it still mainly features a white background, it is more creative then "Life on Mars" as it flashes to different images.

Narrative: "Going Underground" was made in 1980 during the time Margaret Thatcher was Prime Minister, the narrative talks about how they "Want nothing this society's got" and how politicians lie and that "Their promises rust" and that they are making the country worse. This song can be interpreted as Paul Weller's angry outcry against the British Conservative government. In particular of the government's policy on arms in which they seemed to be keener on spending taxpayer’s money on a nuclear arsenal rather than beneficial government programs.

Conclusion: I do find this to be a successful music video as it is able to get across its message with symbolism without it going overboard as the majority of the video is the band together which fits within the standard of music videos of the time.






3. Judas Priest: Breaking the Law (1980)
Link; https://www.youtube.com/watch?v=L397TWLwrUU

Lyrics:
There I was completely wasted, out of work and down
All inside it's so frustrating as I drift from town to town
Feel as though nobody cares if I live or die
So I might as well begin to put some action in my life

Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law

So much for the golden future I can't even start
I've had every promise broken, there's anger in my heart
You don't know what it's like, you don't have a clue
If you did you'd find yourselves doing the same thing too
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law

You don't know what it's like
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law
Breaking the law, breaking the law

Breaking the law, breaking the law






Representation: The band in the song are portrayed as criminals but also in a sympathetic light as they are doing this because it is necessary. They all wear black that gives off an impression of aggressiveness. The mise-en-scene is that the video uses actual locations in order to show what the lyrics are talking about.

Audience Aspirations/Expectations: The video and lyrics would match what the audience would expect from the title "Breaking the Law".

Target Audience: The main target audience are heavy metal fans who are in their teens and over. This song would attract working class workers over its narrative.

Camera Shots: This video uses multiple low angles which would have been quite innovative at the time.

Codes and Conventions: This song does follow codes and conventions of a heavy metal song as it does have loud music and an aggressive nature to it.

Modes of Address: The lead singer doesn't make direct eye contact with the camera.

Institutions: Directed by Julien Temple.

Context: This video is unique for the time as it actually uses locations for the filming instead of the typical white screen in a studio.

Narrative: The lyrics and video tell that someone has hit rock bottom in their life - out of work, unable to find work, frustrated, feeling that nobody cares if they live or die, eventually turning to crime for survival.

Conclusion: I do like this song because of it having very simplistic lyrics the music playing and the way it is sung does give it a lot of passion which is what makes it memorable. The video is unique among those of the time as it uses actual locations instead of filming in front of a blank background, this gives it a unique feel.





4. Queen: Bohemian Rhapsody (1975)
Link; https://www.youtube.com/watch?v=fJ9rUzIMcZQ

Lyrics:
Is this the real life? Is this just fantasy?
Caught in a landslide, no escape from reality
Open your eyes, look up to the skies and see
I'm just a poor boy, I need no sympathy
Because I'm easy come, easy go, little high, little low
Any way the wind blows doesn't really matter to me, to me

Mama, just killed a man
Put a gun against his head
Pulled my trigger, now he's dead
Mama, life had just begun
But now I've gone and thrown it all away
Mama, ooh, didn't mean to make you cry
If I'm not back again this time tomorrow
Carry on, carry on as if nothing really matters
Too late, my time has come
Sends shivers down my spine, body's aching all the time
Goodbye, everybody, I've got to go
Gotta leave you all behind and face the truth
Mama, ooh, I don't want to die
I sometimes wish I'd never been born at all

I see a little silhouetto of a man
Scaramouche, Scaramouche, will you do the Fandango
Thunderbolt and lightning, very, very fright'ning me
(Galileo) Galileo, (Galileo) Galileo, Galileo figaro magnifico
(I'm just a poor boy, nobody loves me)
He's just a poor boy from a poor family
Spare him his life from this monstrosity
Easy come, easy go, will you let me go?
Bismillah! No, we will not let you go
(Let him go) Bismillah! We will not let you go
(Let him go) Bismillah! We will not let you go
(Let me go) Will not let you go
(Let me go) Will not let you go
(Let me go) Ah, no, no, no, no, no, no, no
(Oh mamma mia, mamma mia) Mama mia, let me go
Beelzebub has a devil put aside for me, for me, for me

So you think you can stone me and spit in my eye?
So you think you can love me and leave me to die?
Oh, baby, can't do this to me, baby!
Just gotta get out, just gotta get right outta here!

Nothing really matters, anyone can see
Nothing really matters
Nothing really matters to me

Any way the wind blows





Representation: The video uses multiple techniques to create a surreal mise-en-scene which fits with the lyrics of the song.

Audience Aspirations/Expectations:

Target Audience: Fans of rock music, though it does contain different styles within it.

Camera Shots: Close-ups, medium shots, long shots.

Codes and Conventions: This doesn't fit the codes and conventions of normal rock music as it features no chorus, combines disparate musical styles and contains lyrics which eschew conventional love-based narratives for allusions to murder and nihilism.

Modes of Address: Indirect as shadows usually cover the eyes of the band when the camera focuses on their faces.

Institutions: Directed by Bruce Gowers. Produced by Trillion.

Context: This is the video that is credited for popularising the music video and is therefore much more innovative than others at the time.

Narrative: "Bohemian Rhapsody" does feature lyrics that can be interpreted as nihilistic. In their explanation, Queen states that "Bohemian Rhapsody" is about "a young man who has accidentally killed someone and, like Faust, sold his soul to the devil".

Conclusion: "Bohemian Rhapsody" is one of the most famous music videos of all time and is credited with bringing popularity to music videos as well. I can understand why that is the case, its effects (which made it very expensive to film) are so unique and so, coupled with the song itself, create an unforgettable video.







5. Coldplay: Viva la Vida (2008)
Link; https://www.youtube.com/watch?v=dvgZkm1xWPE

Lyrics:
I used to rule the world
Seas would rise when I gave the word
Now in the morning I sleep alone
Sweep the streets I used to own

I used to roll the dice
Feel the fear in my enemy's eyes
Listened as the crowd would sing
Now the old king is dead long live the king
One minute I held the key
Next the walls were closed on me
And I discovered that my castles stand
Upon pillars of salt and pillars of sand

I hear Jerusalem bells a-ringing
Roman cavalry choirs are singing
Be my mirror, my sword and shield
My missionaries in a foreign field
For some reason I can't explain
Once you'd gone there was never
Never an honest word
And that was when I ruled the world

It was a wicked and wild wind
Blew down the doors to let me in
Shattered windows and the sound of drums
People couldn't believe what I'd become
Revolutionaries wait
For my head on a silver plate
Just a puppet on a lonely string
Oh who would ever want to be king?

I hear Jerusalem bells a-ringing
Roman cavalry choirs are singing
Be my mirror, my sword and shield
My missionaries in a foreign field
For some reason I can't explain
I know St Peter won't call my name
Never an honest word
But that was when I ruled the world

Oh oh oh oh ohh oh [x5]

Hear Jerusalem bells a-ringing
Roman cavalry choirs are singing
Be my mirror, my sword and shield
My missionaries in a foreign field
For some reason I can't explain
I know St Peter won't call my name
Never an honest word
But that was when I ruled the world




Representation: The background features a blurry, warped version of Eugène Delacroix's painting La Liberté guidant le peuple, which was about the French Revolution.

Audience Aspirations/Expectations: Based on the title "Viva la Vida" (Spanish for Long Live Life) the lyrics and video may not be what the audience would be expecting.

Target Audience: Teenage rock fans.

Camera Shots:

Codes and Conventions: The video doesn't match the standard codes and conventions of a rock song as its effects show an artistic nature to the video.

Modes of Address:

Institutions: Directed by Hype Williams.

Context: This video came out in 2008 when music videos have been normal and almost always used for a song. Because of this different artists try harder to make the video feel more unique and have its own identity in comparison to what music videos were like a few decades ago.

Narrative: Based on the lyrics, the song is about a king who "used to rule the world" and ended up being corrupted by it ("People couldn't believe what I'd become") which results in him losing all his power as he now "Sweeps the streets I used to own". Based on these lyrics and the background image, the video may connote the song being about the French Revolution and Louis XVI.

Conclusion: I do like this song and video because of my interest in history, so its connotations to the French Revolution gained my attention, and the video is very unique but doesn't distract from the song itself.