Question 1: In what ways does your media product use, develop or challenge forms and conventions of real media products?
Throughout the research section of this project I
decided to look into the different conventions that are used within music
videos of my chosen genre which is pop. I did a lot of research on real media
products to help inspire my ideas and et an insight of what is expected in a
music video. Conducting this research is proven to be vital when it comes to
planning a music video because it has given me guidance towards what it takes
to create a music video and what works well and what doesn’t. An example of an
idea that I developed from a real music video was for the motion tracking on the title of the song at the beginning. We used
motion tracking for the title so it looked like it was in the frame of the shot
as it moved which therefore makes the presenting of the title more interesting
for the audience. The music video that inspired us with this idea was New Rules by Dua Lipa which is a pop song that
uses motion tracking on the title at the beginning.
In terms of narrative and
performance, we used an equal amount of both as real music videos from the pop
genre are hugely varied on how much of each they use. It is stereotypical for
females to have more performance-based music videos in the pop genre which is
didn’t follow as we had a male in our music video too. We challenged the
conventions of performance as pop music videos contain a lot of dancing and
singing to the camera where as we just used lip syncing and instruments. My
target audience said they think my music video would be more intriguing and
meet the standard of real media products more if I used this. One of the points
in Goodwins theory talks about close ups and looking at the camera when
performing which I will learn from. I used Goodwins theory of music videos as
guidance on what to incorporate within my music video. So, I used a various
amount of different points so that I was meeting the common conventions of real
music videos.
Some of the important aspects I
had to consider for my music video consisted of lighting, props, location, colour
correcting, pace, etc. I learnt the importance of colour and lighting from
Camila Cabello’s music video for her song Crying in the Club. The locations in
the shots are very basic and don’t contain a lot of detail. However, the
lighting and various colours used make the shots much more interesting and
intriguing to watch. Learning from this I then considered how I would use
lighting in my music video which I believed worked quite successfully. Near the
end of my music video we filmed at sunset which was a perfect time for natural
lighting as it really made the shots look magical and full of colour. Therefore,
my shots were quite aesthetical and looked really high standard. Camila’s music
video also inspired me to use black and white which I added to the flashback
shots in post-production to make them clear to the audience. I believe
including these conventions created a huge impact on how professional my music
video turned out compared to real music videos.
In terms of conventions in my
music video, my feedback from my target audience explains that aspects such as
the narrative, lighting and locations meet the standard and professionalism of
a real music video. A couple viewers mentioned that the lip-syncing matched the
song really well which ment that the singing looked realistic. This is an
example of use of hypodermic needle theory within my music video. However, the
lack of some performance aspects such as singing to the camera and expression
of emotion don’t meet the standard of a real music video as such. I believe the
final outcome of my music video turned out professional as it meets a lot of
the conventions of pop music videos, yet I agree with the pros and cons from my
target audience. Challenging these conventions have allowed me to explore and
understand what’s involved with making a music video so now that I have some
experience, I now know what works well and what doesn’t for future projects.
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