Just an 'empty room' effect (simple and keeps focus on Tinchy Stryder and reinforces nick-name "cloud nine strydes"
Sound + Music:
Change of shots synchronized to the beat
Fast/upbeat-rap/grime music
Video links to this with the costume e.g saggy jeans/white air force 1's
SFX match the block transitions
Keep the flow throughout = No change in the video
Variety of instruments = Variety of change in colour of backdrops
Conclusion: The video is illustrative as it reinforces what both the lyrics are denoting and also the genre of music.
Girls Aloud- Can't speak french
Camerawork and editing:
Establishing shots with crash zooms-cutting between a master shot of the Girls, in slow motion walking towards the camera (parralel editing)
Series of close ups of each Girl singing - showing each of them separately
As Music develops editing increases in speed
Camera introducing shots including all Girls together
Chorus drops, shots are in sync with beat
A story line begins to develop as lines "i cant speak french" are sang - shown by camera tracking Girls into a room, using continuity editing + shots of actors MS + CU
Mise En Scene:
-Costume:
Exaggerated colourful french maid dresses + all characters are wearing exaggerated colourful clothing, linking them together
-Props:
Reinforcing reality of the story, big candle sticks, wine glasses etc
-Set:
Exaggerating the stereo typical old fashioned dinning rooms- big oak looking tables, high flower center pieces, place mats, patterned wall paper
-Lighting:
Begins with key to give Girls a standing out effect
Later moves to a more ambient light to reinforce where the video is set
Sound:
In Sync (mostly) but also in slow more when camera framing singing (still in time)
Cam + editing reinforce the pace of the song, how it develops from calm to an upbeat track
Conclusion: This video unlike Styderman, is an amplified narrative as it takes the stereotypical idea of speaking french in the 1800s and completely exaggerating it.
To understand the generic conventions of music videos
To be able to identify how the band/artist/track is promoted and represented through the video conventions
To be able to deconstruct music videos according to the 4 areas of textual analysis
Skills:
Use the 4 areas technique from your textual Analysis unit, focusing on WHY and HOW certain techniques have been used, Consider how the band/artist/genre have been REPRESENTED.
Comment on the most interesting parts of the video, or sequences that are visually striking, Try to explain what makes them striking.
Use screenshots from youtube to support and exemplify your analysis, This will help your marker to see exactly what you have been looking at.
Today we received an introduction to the course and began our planning and research towards our music video. This meant only watching and observing techniques used by directors to portray attitudes, representation, colour and subliminal messages. the directors we studied where Michelle Gondry, Antoine Corbic and Chris Cunningham.
His video for Björk's "All Is Full of Love" won multiple awards, including an MTV music video award for Breakthrough Video and was nominated for a Grammy for Best Short Form Music Video
His video for Aphex Twin's "Windowlicker" was nominated for the "Best Video" award at the Brit Awards 2000. He also directed Madonna's "Frozen" video.
