As a group we have decided to use the acoustic cover of 'I Need Your Love' by Ellie Goulding. We feel that by using an acoustic version of the song, we will be able to create a better narrative. We originally decided to choose 'I Need Your Love' by Calvin Harris ft. Ellie Goulding, but over the past week an acoustic version has been uploaded onto Ellie Goulding's SoundCloud which we feel will be much easier to use. Here is the song:
On 24th June 2013, we rung Columbia Records asking for the rights to use the song. They acknowledged that it will be used for educational purposes only and gave us an email address to email with our school details, explaining that they will send out a letter confirming that this will be Ok.
This is the email we sent:
To (name here)
I'm Caroline Moss from (school name) located in the (United Kingdom). My group and I are currently beginning out A2 Media Coursework, which involves making a music video. Part of the task is to choose a song that we need to use for the duration of the year. Throughout our research and planning we have searched through a variety of songs, but ultimately we preferred 'I Need Your Love' as our song choice, since we feel that this song has meaningful lyrics and the ideology is something which we could relate to whilst we are creating the video.
We called Columbia Records and spoke to (an employee) who told us to email you in order to acquire the acoustic version of the song 'I Need Your Love' and to give our details of our school and teacher in charge of the coursework.
Our details for (school name) are as follows:
(this
is
our
school
address)
In order to contact our school call(number) and ask for (our teacher) who is in charge of our media class, or email (our teacher) from (teachers email)
We would like to assure you that this will not be a parody version, but simply a version for educational purposes only. This will appear on both YouTube and Blogger as the examiner will need a format of looking at the music video.
It would be an honour to have permission to use the song and we hope to hear from you soon.
After reviewing our questionnaire, we have come to the conclusion that our target audience are females within the ages of 14-35, specifically 18-25. This is due to the conventions of the romantic genre, which are stereotypically linked to females. The females are also able to empathise with the main character Ellie Goulding. Therefore, next time we interview we will only target people who fit into our specific market.
In terms of genre, we have decided to go down the route of pop/acoustic genre as we believe it fits in more within our target audience theme of music. By doing this, it will allow us to fulfil our music video's aim to fulfil a romantic story within our music video.
'Spice Girls' are one of the biggest music phenomenon's of the nineties, and are also the best-selling girl group of all time; selling over 80 million records worldwide. "Scary, Baby, Ginger, Posh and Sporty" convey messages of "Girl Power" and "Cool Britannia" through many of their successful songs; nine of which have gone to number one in the UK charts, in the space of four years. The themes were hugely influential upon the general identity of The Spice Girls, and ignited the 'Spice Mania' phase in which the whole world were succumbed by.
The video that I will be analysing is their second UK number 1 "Say You'll Be There", from their first album "Spice". This video received recognition by winning awards such as Best Pop Video at the 1996 Smash Hits, Best Video at the 1997 BRIT Awards and was nominated for the viewer's choice at the 1997 MTV Video Music Awards.
The genre of this song is dance-pop, however there is an R&B element that contrasts against their first notorious single 'Wannabe', which was simply labelled as dance-pop. A group shot portrays all of the girls outfits within the video. Their outfits sexualise them all, but also fit the pop genre as the notable leopard prints and leather clothing the girls are wearing were hugely popular at the time, and can be considered as playful and experimental. The disco and pop styles also correspond with the themes of romance and seduction, which could be the reasoning for why they are styled in a sexually appealing manner. R&B music is notorious for its sexual themes, which can be identified through the lyrics of the song. Together the girls sing: "I'm giving you everything, all that joy can bring", emphasising a sexual message that R&B songs are stereotypically known for. Nevertheless, the up-tempo beats and the style in which the girls harmonize together, portrays the line innocently and relates back to the dance-pop genre, which makes it suitable for younger children to listen to. This was important because most of the Spice Girls fans were young girls, from the accomplishment of 'Wannabe'.
The narrative to this video was inspired by films such as Pulp Fiction and Faster, Pussycat! Kill! Kill! These films specially focus upon provocative gender roles, violence and sexuality. The influence from the two films led the girls to adopt fictional identities. At the beginning of the video, the editing displays a montage of cuts introducing the girls as their alter-egos, similar to opening credits of a movie. Showing that they have took further assistance from the particular films. "Girl Power" is a consistent theme throughout the video. In one particular scene there is an aerial wide shot exploiting a male tied to a car, to illustrate a symbolic message of male disempowerment. This emphasises the communication of "Girl Power", along with previous low-angle clips depicting their power and fighting abilities in regards to martial arts and high-tech ninja weapons to capture the male.
There are many representations throughout the video, but mainly all of them reciprocate the vital theme of "Girl Power". The girls being dressed sexually is a main contribution to how they are all represented. The sexual nature of how they are dressed can consequently resemble dominatrix-type characters. Victoria especially dresses erotically and when she sings her line: "Any fool can see they're falling, I gotta make you understand" she sings it in a considerably soothing, intimate tone, which may captivate and seduct the male audience.
The video was set in the Mojave Desert, located in California. Geographically there was a lot of space to film the music video, but it could also be used significantly to display the girls capability of handling the most dangerous of locations. Deserts have a representation of containing dangerous aspects that make it hard for a human to survive. The producers may have intentionally wanted to use the desert as a setting, because throughout the video the girls are exhibited as euphoric, mentally and physically strong people who are capable of handling the difficult capabilities of a desert. One main feature that is used as a prop and is identified in the wide shot when the girls sing together, is the glittery backdrop. In my opinion, I feel that the backdrop glamourises the setting and is used symbolically to remind the audience of The Spice Girls' rise to fame, and how important they were in regards to social media. Another judgement of the backdrop is it could be used as a barrier between The Spice Girls that secludes them from everyone else in the world, marking their importance within social/media terms.
This video in my opinion introduces and markets a type of audience that was not targeted within their first single 'Wannabe'; the audience being hetrosexual males. The lighthearted flirtatious messages are expressed through the different types of media, but can be looked at differently in regards to the different types of audiences. For example, a stereotypical view upon the majority of males would be how they are intrigued by the way the girls are dressed. This demonstrates the males perspective upon the video and also relates to Laura Mulvey's theory of the "male gaze". Despite the thesis of "Girl Power", the "Male Gaze" is also also a dominent feature within the video. This is expressed through theway they are dressed, in addition to the panning shots that focus on the girls bodies and powerful attitudes. The song is still aimed for children, as the tongue-in-cheek movie-type narrative they have is creative and compelling to watch. Children are also known to idolise superheroes due to their abilities beyond imagination. And the fact that the main fanbase is younger girls makes it a wise decision to construct each Spice Girl as superheroes. This ultimately causes the younger female audiences to enthrall upon the Spice Girls' necessary message of "Girl Power".
In conclusion I believe that the fundemental ideology of this video enforces the Spice Girls' cultural era of "Girl Power" and objectifies against men, although the girls have still been sexualised for male pleasure. The reasoning for why this was done could have been to lure the male audience into their seductive yet michevious manner, but then sequentially remind them that they cannot be dominated by the male sex. This is most likely the explanantion to why the ending included a male bounded to a car, and why the girls have identities such as "Katrina Highkick" that portray them in a authoritative conduct.
Taylor Swift is a singer-songwriter from Pennsylvania, however moved to Nashville to fulfill her dreams as a country singer. "We Are Never Ever Getting Back Together," is the first single from Taylor Swift's fourth studio album called Red which was release in October 2012. She is well known for her narrative songs about her experiences as a teenager and young adult.
The genre of this song is dance, bubble-gum pop and this conforms to this genre of music through the cheesy music video. This song is very uplifting and describes an ended relationship that she wanted to end a long time ago. There are many factors within this video that makes it conform to the typical pop video. The colourful theme throughout the video links in with the uplifting melody. However, the lyrics to the song creates a sense of verisimilitude.
The narrative of the music video shows a girl talking about her on and off relationship with a guy. At the beginning of the music video, an establishing shot of a cardboard cut-out is used of a city landscape which may connote that her relationship with the guy is fake and superficial. The colour grey may also represent how their relationship is stale and dead. Within the video, Taylor Swift is joined by men dressed in animal costumes playing instruments which may connote that she feels all men are like animals. Towards the ending of the music video, she goes back to her apartment where a party is taking place connoting that she is celebrating the ending of her relationship. This is backed up when he ex comes to the door trying to persuade her to try again and she closes the door, representing the complete end of their relationship.
Within the music video, it is shown that her apartment is filled with knitted blue walls and a blue bird which may represent her wanting to be protected as it's common that babies are usually wrapped up in a knitted blanked when they are born. Also, the baby blue is common with babies and the bird may connote that she wants to fly away from her troubles. Later in the video when she's standing next to a bed, a cuddly toy is shown with colourful stripes which could represent her innocent and child-like imagination.
The audience of this video is teenage girls which can relate to the messages she portrays in all of her songs. This is shown through the characters being young and energetic like teenagers. Also the sound of the song is bouncy and contains many major keys which are stereotypical use in songs targeted at a younger audience.
Coldplay are a British rock band who formed in 1996 under the original name of 'Pectoralz'. 'Pectoralz' was not the only name they decided on before they changed it to 'Coldplay'. They were also named 'Starfish', as of 1998 when they recruited more members of the band. The video that I shall be evaluating is 'The Scientist'. The second single released on the second album, 'A Rush of Blood to the Heart', which was released in 2002.
The genre of the song fits Coldplay overall as the song is heavily piano based with an indie rock flare. Within the song 'The Scientist' a piano is used as the main instrument with majority of minor key's used. This stereotypically fits in with the pessimistic and depressing genre as it links in with the lyrics as well as the narrative of the video, by wanting to go back to stop the heartbreak of his loved one who was recently killed in the car crash.
The narrative of the video demonstrates the lead singer going backwards in time to an incident involving a car crash with his assumed girlfriend at the time, hence linking to the lyrics 'I'm going back to the start'. Chris Martin had to learn the words to the song backwards in order to maintain the continuity, so when it was reversed the synchronisation of the video was appropriate in accordance to him singing the lyrics. This could show that he is still in the present but wishes he could go back to stop what happened.
At the beginning of the video there is an aerial mid-shot of Chris Martin showing him looking straight into the sky which we may connote that he is looking up at heaven and is thinking of his late girlfriend who is seen to have died in the video. The shot then zooms out to a long shot to show that he is laying on a bright blue mattress in a submissive position within a wore-down urban area. This may represent how awkward he feels to be on earth which is shown to be a more hellish place as shown by the darker brown tones. We could connote here that he wishes to be in heaven with his girlfriend. This also links to the bright blue mattress which is symbolic to the blue sky.
The uses and gratifications theory is meaningful, as the audience can use this song for diversion purposes due to the peaceful and meaningful story to the song/video. The setting of the woods enforce the messages because there is a sense of seclusion, which is ensured through the mise-en-scene because Chris Martin's character is the only scene in the empty woods. This relates to the definition of 'diversion', in which audiences may want to get away from every day life and seek relation with the song as an implication of support.
Lady GaGa is known for her controversial music videos and her ability to convey certain messages through her music. The certain video that I will be analysing within this evaluation is 'Bad Romance'. It is the first single off of Lady GaGa's album 'The Fame Monster', and depicts an ideology that she is willing to do anything, even sacrifice herself to obtain fame. There are also messages of what it is like to be succumbed by the entertainment industry, as GaGa proves by acting symbolically as a sex slave.
The genre of the song is dance-pop, however I feel that the video contrasts the music itself and how it is of the pop genre. There are still many factors to how it can be categorized as a pop video, an example would be the artificial lighting that is used throughout. The lighting clearly shows GaGa and other background dancers and highlights how they are dancing in unison, almost robot-like. The dance moves are lively, which is necessary in terms of the pop genre, because most audiences would be willing to dance to pop songs as they are upbeat and lively.
The narrative of the music video begins with a group shot, in which GaGa is centre focus wearing gold, whereas the others are all wearing black and white. This immediately makes GaGa stand out and represents her as a main character within the video in comparison to the others, as she is the only one wearing gold, which is also luxurious colour and may depict her as somebody of importance. As well as this, when the group shot changes to show GaGa close-up, the audience can see that she is the only person amongst the others looking into a different direction, showing that she does not use direct address upon people who are also manipulated under the music industry. GaGa looking away marks her independence and will-power to resist the temptation of being part of the entertainment industry connoting how the music industry uses up and coming artist's for their own good, similar to the sex slave trade, hence why GaGa has portrayed herself as a sex slave throughout the video.
Within the music video a Sphinx is shown towards the end hissing. This represents how Gaga and other singers identities have been stripped due to entering the music industry, likewise to the cat who has no hair, which is notorious for the fact that is the only type of cat like this. A Sphinx can be considered to be god-like through Egyptian references, as the Egyptians worshipped cats. One other Egyptian reference is shown throughout the music video when GaGa repeatedly sings 'RA!', which is the name of the Egyptian sung god, who is also the major god in ancient Egyptian religion.
The mass audience viewing the video 'Bad Romance' will have opinions that vary. As a group we feel passionate towards the video and agree with the message it conveys. In contrast to other artists within the music industry that conform to the typical views concerning the general consensus, Gaga opposes and demoralises the philosophy and ethics of the music industry. Visibly this video is aesthetically pleasing and effective due to messages such as; religion, death and the idea of Gaga being exploited to the music industry in a negative manner. These factors are glamourised throughout the video to make it appealing for the audience. Others may oppose the music video and not necessarily understand her nature through the costumes and the way she acts. Viewers may think that she's trying too hard to be controversial through the structure of the music video alongside the complicated ideology, which may be to broad for viewers to grasp from the five minute video.
Today we were given a task where we had to choose a song, film and edit our piece in an hour so we could get to grips with the camera, and filming music videos. We decided to do the song choice of 'Stay' by Rihanna.
This has helped us in the build up to filming our music video as it has enabled us to become familiar with using the cameras as well as final cut pro. It has also highlighted the importance of ensuring that our lip synching is in sync with the music, as if it isn't in our final production then we will be marked down.
Action Plan Thursday 6th June - Record and edit preliminary video Friday 7th June - History of music videos Sunday 9th June - Development of technology Monday 10th June - Importance of music videos Tuesday 11th June - Music video analysis of Lady Gaga Wednesday 12th June - Music video analysis of Coldplay Thursday 13th June - Music video analysis of Taylor Swift Friday 14th June - Music video analysis of Spice Girls Tuesday 18th June - Initial ideas Thursday 20th June - Refined initial ideas and song suggestions Friday 21st June - Create questionnaire Monday 24th June - Questionnaire Wednesday 26th June - Analysis of questionnaire Friday 28th June - Song choice
Apply knowledge and understanding in evaluating work (A04)
Undertake, apply and present appropriate research (A05)
We have the option from our school to either do a video game, short film or a music video. In the end we decided to opt for the music video as this would be more enjoyable to make. Previously, in AS Media we had already decided to do a music video in A2 as we felt it sounded very creative and imaginative.
