n this unit learners will explore the purpose, styles and conventions of music video. They will then develop, plan and produce a music video.
Unit introduction
There are many opportunities for the application of music video production techniques in the media industries. Besides the established outlets of TV music channels, marketing and promotion within the popular music industry and direct DVD sales, there are also websites of new and emerging artists, Myspace and YouTube, phone downloads, and VJing in music venues, at concerts and at festivals.
Music videos provide the ideal opportunity for experimenting with visual moving imagery allowing learners to use their creative imagination to the maximum and to apply technical skills, which have been developed in other units.
The study of established styles and conventions of the music video is a starting point, as learners need to understand what has already been done in order to develop their own ideas. They can then experiment with techniques to create music videos, which might reflect their own musical interests or they might work for a band or artist to create a music video for a ‘live’ brief. They will also be able to enhance and further develop the transferable skills of video production, in particular the post-production techniques of editing and effects application, with the potential for advanced techniques such as mixing digital or stop-frame animation with live footage, chroma key and matte effects.
Learners will develop the creative knowledge needed to entertain and engage the target audience, to potentially consider the requirements of a client and fulfil the promotional purpose of the product.
The development of creative concepts and the skills needed to apply them are readily transferable to many other genres including advertising, drama and computer game design.
Unit code:
QCF Level 3:
Credit value:
Guided learning hours: 60
Unit introduction
There are many opportunities for the application of music video production techniques in the media industries. Besides the established outlets of TV music channels, marketing and promotion within the popular music industry and direct DVD sales, there are also websites of new and emerging artists, Myspace and YouTube, phone downloads, and VJing in music venues, at concerts and at festivals.
Music videos provide the ideal opportunity for experimenting with visual moving imagery allowing learners to use their creative imagination to the maximum and to apply technical skills, which have been developed in other units.
The study of established styles and conventions of the music video is a starting point, as learners need to understand what has already been done in order to develop their own ideas. They can then experiment with techniques to create music videos, which might reflect their own musical interests or they might work for a band or artist to create a music video for a ‘live’ brief. They will also be able to enhance and further develop the transferable skills of video production, in particular the post-production techniques of editing and effects application, with the potential for advanced techniques such as mixing digital or stop-frame animation with live footage, chroma key and matte effects.
Learners will develop the creative knowledge needed to entertain and engage the target audience, to potentially consider the requirements of a client and fulfil the promotional purpose of the product.
The development of creative concepts and the skills needed to apply them are readily transferable to many other genres including advertising, drama and computer game design.
Unit code:
QCF Level 3:
Credit value:
Guided learning hours: 60
TASK 1 ESSAY 1000 WORDS
THE PURPOSE OF MUSIC VIDEO
Hints: where does the money come from to make music videos? If the bands are signed and if not. why do the band want a music video? where could they be shown? explain a little about the history of music videos. who makes music videos? |
DEADLINE 23RD mARCH
TASK 2 ESSAY 1500 WORDS
STYLES, CONVENTIONS AND TECHNIQUES OF MUSIC VIDEOS
Hints:
what trends can you find in music videos? explain the sub genres and how they connect with the genre of music.
styles of music videos are very varied, what advantages could this provide for the film maker?
where are the videos usually shot? examine various genres and come to your conclusions using examples.
Hints:
what trends can you find in music videos? explain the sub genres and how they connect with the genre of music.
styles of music videos are very varied, what advantages could this provide for the film maker?
where are the videos usually shot? examine various genres and come to your conclusions using examples.
deadline 31/03/15
TASK 3
COME UP WITH THREE IDEAS FOR A MUSIC VIDEO PRODUCTION
come up with three ideas taken from your research, use conventions or break them, its up to you.
After your research into sub genres, what type of video appeals to you most and why?
Choose one of your ideas for final analysis, why have you chosen this idea? is it conventional or have you broken convention? explain why this would work to 'sell' the record/band you are creating the music video for. what existing videos have you took influence from and how?
come up with three ideas taken from your research, use conventions or break them, its up to you.
After your research into sub genres, what type of video appeals to you most and why?
Choose one of your ideas for final analysis, why have you chosen this idea? is it conventional or have you broken convention? explain why this would work to 'sell' the record/band you are creating the music video for. what existing videos have you took influence from and how?
deadline 31/03/15
TASK 4 Pre-Production
Produce a synopsis and treatment for your idea including any relevant pre production you wish to include in the pack. you can add as much detail as you wish but must as a bare minimum include the synopsis and treatment. Also make sure you provide a script with the music transcribed and a description of the visuals. you can use a TV style script format for this where the page is split down the middle to separate the audio and visual descriptions. don't forget to include time code. make storyboards.
rationale
Outline your vision for the project, consider:
- Working title
- Introduction
- How it fulfils the brief and how it relates to your stimulus/research texts
- The target audience
- The value and ideological stance you will take and how you hope to influence your audience
- The context in which you media text will reach its audience
target audience
Here you must consider the processes you will need to undertake in order to realise your vision:
You must link your intended product FULLY to this audience and demonstrate how it will match the assumption you make about this audience.
- Age
- Gender
- Interests
- Prior knowledge
- Values
- Institutions
- Etc
You must link your intended product FULLY to this audience and demonstrate how it will match the assumption you make about this audience.
treatment
Here you must consider the processes you will need to undertake in order to realise your vision:
REMEBER: You will be assessed on the quality of information you include.
Optional Tip: use photos of your actors, logo headers on your paperwork, contents page, covers, anything that will make your work professionally presentable.
- Short Synopsis.
- Long Synopsis.
- Genre/Form.
- Length.
- Format (input and output inc ratio)
- Style/Pace.
- Cast.
- Crew.
- Location.
- Costume/props/make up.
- Lighting.
- Schedules
- Feasibilty.
- Sound.
- Dealine
- Format.
- Equipment (research prodessional facilities).
REMEBER: You will be assessed on the quality of information you include.
Optional Tip: use photos of your actors, logo headers on your paperwork, contents page, covers, anything that will make your work professionally presentable.
storyboards
Include basic information including shot size, movement and audio.
deadline 31/03/15
TASK 5 PRODUCE A VIDEO
Produce a professional looking video to your own specifications. The video must reflect your preproduction and show you knowledge of film making in a creative way. The video must run through the entirety of the music track you choose and be suitable for audiences for the output you have stated in your treatment.
TASK 6 EVALUATION 500 words
Assess your final product and how it compares to your original intentions. what changed and why? was your idea realistic in the sense of producing it? were your schedules met? what worked and didnt work artistically as far as you can see? what obstacles did you have to overcome to get the video completed? what have you learned from the whole process?