Research and Planning: Andrew Goodwin - Music Video Analysis Research

The audio has not been used to influence the visual in this video, instead it focuses on the narrative. The verses and choruses are shot the same, I cannot see a difference between the two. However in the bridge we see a change in location and the editing does become a faster pace.
The lyrics are about cars but if you look at them carefully then you can see they are actually sexual metaphors.  The narrative video follows the star working on some cars and then conducting a race between two males in their cars. Through out this the shots are sexualised and the male gaze is used. This means the video combines the literal meaning of the narrative and also the hidden meaning, which is very clever. Obviously the hidden meaning of the story is hidden because that would mean the video would be to explicit for her younger fans. It has been in the news recently that Rihanna's newer videos have had some complains for being to sexy and unsuitable for younger viewers. See this MTV news article for the story: http://www.mtv.com/news/articles/1657250/rihannas-sm-video-director-responds-controversy.jhtml
Andrew Goodwin's theory also looks at star image. Rihanna is the star, who is thought of as a young sexy woman and that is how the video portrays her. Nearly every shot has her in it, including lots of close ups of her face and body parts, such as her legs. Rihanna is also thought as to be a strong female character and I think this is represented by the fact that she is working in an environment that is usually male dominated. Showing that the view of women being strong is emergent.
I think this video is amplifying, the hidden meaning of the song is represented through the shots of Rihanna's legs etc where as the shots of the cars and car garage amplify the obvious meaning of the song.

Research and Planning: Andrew Goodwin - Music Video Analysis Research

This song has a definite change in tempo between the verses and chorus's. The verses are slow and the chorus is fast and very up beat, the video represents this well. The shots for the verses are longer then the shots in the chorus. When the front man starts singing there is a change of location to a party scene which links to the lyrics. Synaesthesia is represented well in the chorus when the beat becomes faster the shots becomes very fast and there are lots of lasers and bright lights which is how I see the music. Andrew Goodwin suggests that seeing the sound is a key aspect of a music video. This is definitely present in this video when the beats get faster so does the editing. 
The lyrics talk about liking techno music, there are two locations. One where the band are playing in what looks like a factory space and another where the front man is at a party. He looks uncomfortable while everyone else is partying and having a good time. This relates to the lyrics, "She said I should come over
Though the music's not my type". So we know he's gone to his friends party and is not feeling comfortable because the music and setting is not his type. 
Goodwin's theory also talks about star image.The band are represented as the star image as for over half the video it is them performing however it does not tell you anything about the band e.g how they became a band or how they got famous. We know from the video which member of the band is the front man and this is down to his star image being represented in the video. He is the only member seen on a different location and most shots are of him and there are also lots of close ups of him making him seem like the important star in the band.
There is a huge variety of shots and in the party location the camera is always moving and the lighting and costumes really make it look like a real party. The way they capture the essence of the song is all in the editing the fast and slow editing that match the song make the video great. 
Using Andrew Goodwin's theory I have come to the conclusion that this video is Amplifying because the meaning of the song is added to through the visuals although on the other hand people may think that is is slightly illustrative but it doesn't follow the lyrics word for word so that is why my choice is Amplifying. 

The band in the main location performing and showing their star image.















One of the shots of the party location in the chorus when the cuts are really fast.











Shot of the front man looking awkward at the party location.

Research and Planning: Andrew Goodwin - Music Video Analysis Research

Mumford and sons are a folk band and the music video defiantly represents this. In the chorus we often see a similar shot: the band being hit with flying leaves and walking into a wind. In between the gaps of verses and chorus's the video has been edited with a fade to black shot, to define the difference in each part of the song. In the verses we see lots of different shots in different locations, some of the whole band and some close ups of individuals. The cuts between shots are all on the beat, due to the genre being folk synaesthesia is present because the way the shots have been edited and filmed fits in with the music and genre. When I think of folk music I think of acoustic guitars and fields, things which are present in this video. Lots of outside locations are used. 
From Andrew Goodwins theory I have decided that this video is disjunctive. The song is, like most songs, about love and a girl. We do not see any girls present in the video all the shots are of the band. The video follows the bands growing success and at the end of the video we see them on a journey to a festival and eventually perform to fans. This has no relation to the lyrics. However the shots of the band being blown by leaves however does relate to the name of the song 'Winter Winds', it also has been edited to look cold and like winter. This is the only relation I can find. 
The star image obviously in the video is the band. Most of the shots are of them together or individually. The video follows their journey as a band which is interesting to the viewer and gets them interested in the stars story. 

This is a fade used separate the verses and chorus's.
























Guitar and field here a present which helps relate to genre.
















The band on location giving out their star image.
















The wind which relates to the name of the song.

The band performing again enhancing the star image of the video.

Editing

I think editing went really well. There was no need to capture clips any more we just had to put the camera card straight in the computer and they were all there, this made editing quicker and easier.

During the editing of this task I learnt that rendering your work every so often will help the video play smoothly.

There were some parts in the video that we needed to speed up so this tool was very useful.

Production

To shoot this Busted video we used a HD video camera which are new to college so these were different to use compared to last years cameras.

The new cameras are defiantly easier to use and are much quicker. During production I learnt that to listen to all members of the team is very important and to correct peoples mistakes to make sure you get the perfect shot. It is also best to try different angles and shoot the different shots a number of times so you have some variety when editing.

During this school year I wish to work with the lighting when filming and learn how to use these to their full potential. Our shoot was very successful however to make it even better some people weren't too sure what they were doing, I think we should have directed these people and maybe done a few more practises of the group shots.

Research and Planning

For research and planning we did a number of tasks to help us with this. The best was the story board and detailed shot list we wrote.

These showed us the different shots we needed to create and I think it shows in our video that we copied the shots as best we could. I think to make our video better we needed to have planned our props and costume a bit better. If we were all in full uniform and had real 3 real guitars, I think it would look a lot more professional. To do all this research we had to watch the original video a fair number of times. Here is a link to the original video so you can compare it to our remake.



During this year for A2 media studies I expect to do a lot of planning to be able to complete a professional looking music video. I expect to a lot of research by looking at existing videos in my chosen genre. I will also need to look at the type of person who will be interested in that genre and get to know what they like and dislike so I make sure that my video will appeal to them in the right way. Casting, costume and props will need a lot of planning and organisation as this will have a big effect on how professional the music video will look so this therefore needs a lot of thought. Story boarding and shot lists will then be the key element to make sure the shots are planned out properly and so I know exactly what I need to film to avoid confusion.

Introduction

For the start of A2 Media Studies we have been looking at lip syncing. This will help us with our coursework task later on in the school year. As a practise we were put in groups and re made the first 50 seconds of the Busted video, What I Go To School For.
After this I will start to research and plan my own music video, then I will go out filming with my partner and film, edit and produce the music video.

Busted Remake Video

Busted Video Shot List

Close up – Pan – of feet- moving to the left
Close up – Pan – of hand and blackboard – moving to the right
Close up – Still – of teachers eyes
Mid shot – still - of Charlie and girl – two shot
Close up – still- of hand on light switch
Close up – still – of hand on projector
Mid shot – still - of Charlie and group
Projector image #1
Close up – still - of teachers eyes of projector lights
Mid shot – still – Charlie and group
Long shot – pan – of class room and projector – left - (back of room)
Over the shoulder shot – still – over Charlie, tilts down
Projector image #2
Mid shot – still – of Charlie and group
Close mid shot – still – of girl turning
Close mid shot – still of James
Medium wide shot – track – of matt bursting through
Close up – still – of teachers eyes
Close up – still – of Charlie
Mid shot – still – of James
Mid shot – still – of Matt
Close up – still – of feet
Close up – still – of pen
Long shot – tilts up/zoom – of teacher picking up pen
Long group shot – tilted up - outside