Explain how representations in music videos are chosen to promote the artist(s). Refer to one of the music videos you have studied to support your answer. [10] In the music video for stop where you are by corrine bailey rae representations are used to promote CBR by showing her not to judge anyone. The music video is all about breaking down stereotypes and showing everyone to be great. One example of this is at the start of the video, where it shows a young Indian girl, wearing a hoodie, the hoodie could give of connotations of someone who is bad. However, the music video shows her to be sad and does this by a longshot as this shows how she feels insignificant. CBR, then heads over to her and after they start talking the girl becomes happier, this therefore represents CBR as someone who can help others. Another example in which the video for stop where you are breaks down stereotypes is with the homeless women. This already breaks down a stereotype has the stereotypical homeless person would be a middle aged man. They first of make the homeless woman come across as extremely aggresive by the way she shouts at the man passing her, they also make her seem more aggressive by doing lots of quick cuts. However, when the man comes back he has a conversation with the homeless woman and she is shown to be nice, this is another example of the video breaking down stereotypes. Another way in which the video for stop where you are promotes CBR is during the chorus. Right before the chorus CBR is walking through the flats when she is bumped into by a teenage black man wearing a hoodie, this would already give the audience connotations of someone who is to be avoided as they could be part of a gang. This is reinforced by the video as it quickly pans into CBR who is looking worried. However, as the chorus starts he goes into slow motion and starts dancing. This is significant as it shows another false stereotype being broken down. It also implies that CBR brings out the best in people. The use of slow motion also helps to fit in with lyrics of the chorus as it says "stop where you are" when the slow motion. In the video for stop where you are the location is also use to promote CBR and project her in a positive light. The video is set in a large, dark flat. This would already give of connotations of somewhere that is not nice to live. However, as CBR starts to walk through there is shots of the sun rising through cracks in the building. This therefore gives connotations of hope and therefore shows that the building is not bad, this idea is consistently reinforced by the video as it shows the people who live there doing great things. It also implies that could be because of CBR as these shots always follow shots off her. In conclusion the video of stop where you are portrays CBR in a positive light by the way false stereotypes are broken down in the video and how it shows CBR role in doing this.
Video starts with a huge mess on the floor and a longshot so you can see the character and the mess that they have made.
It than pans towards the character in mid-shot so you can see their facial expression and than follows them as they walk down the corrider between the mess.
As the character walks down the corrider someone shuts a door when they see her (could represent metaphorical doors being shut. The kid then opens a door to leave the school it is edited as one longshot.
The video than does a series of quick takes between the teacher, police officer and the student, this is in time with the music. She is then shown cycling away in a series of quick cuts as it shows different part of the bike, this gives the impression that the kid is going really fast.
The video then does a jump cut to two women running. The kid comes from the back of the shot and cycles past them.
The video than does a series off short cuts showing the kids bike as she cycles home.
The kid then enters the home in a jump cut, the house is also very messy. There is then a jump cut to the TV, where is reporting on a supernatural occurance in a school, which is the kid.
The kid then runs into the room and chucks a teddy bear on the floor, this represents her growing up.
There is then a jump cut to the door where we see shadows, to build tension, with the music.
There is then a series of quick cuts as the kid runs to the back door. However, she cant open it . There is then a jump cut to the front door being broken into. There is then a jump cut to her using her powers to open the door.
There is then a series of long takes of her walking through a forest. Then her being chased through the forest.
It then does a jump cut to her being captured and shoved to the floor.
Then in a long shot it shows her using her powers.
Stop were you are
The video starts with a midshot on her face, then cuts to her walking and then back to her face. It then does a series of cuts showing the building. Then cuts of her walking up the building. It then cuts to a girl standing wearing a hoodie, this gives connotations of someone who is doing something wrong. It is also a long shot to make the girl look insignificant.
It then does another series of cuts until it cuts to someone covered in tattoos, this is also gives off the same connotations.
There is then another series of quick cuts showing the building, the building is a city tower block so it gives of connotations of being not a nice place to live.
There is then a cut of the singer walking up to the girl in the hoodie.
There is then a cut to two girls having a fight, goes against stereotype that is girls not boys.
The group of girls is then showed running towards the singer but it goes into slow motion. There then continuous to be lots of quick cuts as the girls run past the singer.
It then cuts to someone harassing someone in a business suit. They then buy them a drink.
It then cuts to the tattoo person walking their dog.
It then cuts to a group of people dancing. There is then the same series of quick cuts.
The whole video is about breaking down stereotypes.
The first person is a young teenage Indian girl, she is wearing a hoodie. Because of her age and the hoodie it would give connotations of someone who is bad, this however goes against a traditional stereotype of someone with her ethnicity.
There is then two teenage white girls fighting, which goes against stereotypes.
There is a female homeless person in the video, this goes against stereotypes as the stereotypical view of a homeless person is a middle aged man.
There is then a young black man who is also wearing a hoodie, he bumps in to CBR and when he does she looked worried. This gives the false stereotype that he might steal from her, which is reinforced from the video. However, he is just a dancer.
On the 20th August 2018 Greg James took over from Nick Grimshaw.
Grimshaw took over the drive time show.
Radio 1 DJ'S play songs they like instead of whats popular.
Radio 1 plays 4000 songs a month.
Radio 1 focuses on playing and promoting British music.
There is radio 1's big weekend. Where they play live music.
Radio 1 is funded by the TV license.
Radio 1 has to follow its PSB remit, this means that their shows must be high quality, innovative and engaging. They need to have a mix of information, entertain and educate.
Radio 1's target audience is 15-29 year olds.
Its remit is to entertain and engage young listeners.
Radio encourages the use of DAB (digital radio).
BBC sounds has 30 days worth of programmes to stream and download.
Radio 1 uses social media to interact with their listeners. They show clips on there. There youtube also shows clips.
The show also encourages people to call in.
OFCOM regulates radio 1 and makes sure they fulfill their PSB remit.
The Breakfast show audience has been increasing slightly under Greg James at 5.69 million listeners.
What was the task you were assigned?
The task we were assigned was to create our own audition for the radio 1 breakfast show.
Who was in your group and what was everyone's role in the task?
I was in a group with Kia and Imogen. Kia was the radio host while Imogen done the news and weather. I was the celebrity that was interviewed.
What fresh ideas did you bring to the programme?
We introduced a new game to the programme were someone from the public would call in and say a story. The celebrity would then have to guess whether that story was real or fake.
Who did you interview?
We interviewed Harry Styles as he is a British celebrity who has released a new song.
What tracks did you choose and why?
We chose falling by Harry Styles as it is by a British artist and high in the charts.
What was the running order?
We started off with the producer introducing the show. We then went onto the song falling by Harry Styles. After this we had the interview with Harry styles and the game were a celebrity called in. Finally we finished with the news.
Who is your target audience?
Our target audience was the same as the radio 1 breakfast show. So this was people between the age of 15-29 year old.
How did you attract your audience?
To attract our audience we made the game something they would enjoy and also had the song be one they liked and the song was also in the charts.
How does your product fit in with the BBC PSB remit?
Our product fitted in with the PSB remit as it entertained and also informed. It also featured people from all over the country to make it appeal to a wide audience. It also focused on British talent (Harry Styles).
What do you think you could have improved in terms of content?
To improve the content I think we could have a slightly longer interview with the celebrity and we could have been more enthusiastic on the recording.
What was your initial feedback? What did others say about your production?
Our initial feedback was that the production was quite good but could have been a bit louder and more enthusiastic.
Identify what went well and with hindsight would could have been done differently?
The transitions between audio clips were really good. In hindsight to improve I would have made it much louder as it was hard to hear what people were saying and it was hard to hear the music, including the background music.
1) What was the task you were given? How does it fit with your Jungle Book learning?
The task we were given was to Film an interview pretending we were the casting director and producer of the jungle book. This was so we could give information we have learnt on the film. This was to consolidate our learning.
2) Who did you work with and how did you divide the research, planning, filming and responsibilities?
I worked with Kai. We divided the work evenly with us each doing our own research and coming up with our own questions and answers. We also took in turn to film and be interviewed.
3) If you were to use it for revision would you have all the information you need for production and marketing? If not, what's missing?
We would have mostly all of the information needed as we talked about the production with the technology used and the different marketing strategies. However, we could have added more detail which would be helpful for revision.
4) How did you plan your sequence?
To plan the sequence we firstly wrote a script so we knew what to say and when. 5) What research/prior knowledge did you use?
A lot of our research came from previous classwork. We used the power points used in class to get information.
6) Upon reflection, what do you think of your interview? How successful was it?
Upon reflection I think that the interview went well as the we gave a lot of information and the editing was really successful. 6) What would you do to improve/do differently.
To improve I would make sure that the audio matches up with the visuals when editing. 7) What have you learnt from completing this task (groups skills, communication, compromise, using your initiative, creative input, production skills, editing etc)
From the task I have learnt a lot about the Jungle Book and how to work successfully in a team. 8) Looking ahead, how will this learning be significant/helpful?
This learning will be significant as I can use as revision when I have exams.
9) What do you think the intent of the learning was? How does it link to past lessons, future learning? Why do you think these tasks have been chosen to aid learning? Can you state how the tasks/activities helped to develop skills, understanding and knowledge?
The intent of the lesson was for us to consolidate our Jungle Book knowledge in an interesting way. It links past lessons I used previous knowledge and I can therefore now use this knowledge as revision.
1) Our task is to make a daily mail front cover, the target audience was for an older middle aged person.
2)For research I looked at different conventional Daily Mail front covers. They typically feature a story about the royals and feature advertisement for prizes inside the Daily Mail. It uses sans serif font.
3) This was the front cover i used for inspiration.
4) The most challenging area was finding the right font and making sure that there were no spaces on the page.
5) My feedback was to make sure that there was no white spaces on the page. It was also to fill out the top header more as there was a lot of spaces.
6) I think the layout, picture sizes and colouring of the front cover went well. To improve I would fill out the gaps on the page. I would try and find a more accurate font. I would also fill out the top header more so there is not as many spaces in it.
