A2 Media Studies Advanced portfolio

In the shorter and final version of my music video I have taken all the worse shots out so that my film consists of my best shots I took. Some shots that I already had were a little bit shaky but to correct this I have nested and stabilised the shots (nesting ment that I could stabilised shots that I had already slowed down or speed up). I have have left some shots distorted or shaky so that the audience realises that there is something wrong and un-nerving about the narrative. This was to create affect and was completely intentional.

Evaluation Question 4 by Lily on Scribd

What have you learned from your audience feedback? one key thing that I would have to say that was useful about getting feedback was being able to connect with my target audience and see what they liked and would look for in a music video. this really helped my with the direction for my music video. is also helped me to develop the shock factor element of death into my music video. this is because music videos's these day can sell the song and much as the song sells the music video, for example i n  Janelle Monáe's - PYNK video with her extreme use of sexual themes her music video caught the eye of millions making her song reacher a wider target audience. this really helped her reach a teen audience because of its social media publicity and the people I had to talked to and got feedback from recognised her for this. this idea of shock factor to attract a wider audience through media is something I played on with all my media products with t...

In what ways does your media product use, develop or challenge forms and conventions of real media products? Conventions used The genres I have used in my music video are thriller/ horror genres. the triller/ horror genre One of the media conventions I have used to conform to my genres is the use of blood and red to connote danger. I use quick editing to build up tension in the storyline and I contrast this with some longer shots to drop the tension and build it back up again. I try to link the shots together by the use of colours. For example, I will have a shot of my brother with blood on his face next to a shot of the church's red patterned carpet. Another convention I use is that I set my media movie in an isolated area which is conventionally seen in horror movies to add to the scary atmosphere and draw attention to the main characters and what they are going through. Religious themes are also a big convention used in horror/ thriller movies which is something I use a l...

My target audience is anyone that enjoys the genre of music that 'Take me to church' conforms to, alternative-rock. As the song is relatively recent (2013) it appeals to a young audience as they keep up with the charts as the song was top of the charts when it came out, so they would be more aware of the existence of the song. To appeal to this type of audience I have complied to the horror\thriller genre in my music video, as that type of media appeals heavily to a young (teenage) audience more. I used heavy amounts of aesthetic shots as most popular music videos have that to entertain and maintain a young audience's attention, I also used a lot of blood, as the shock factor of the music video will keep them entertained. This is similar with my ancillary products.

From my original feedback one of the main things that was said was that I had to change some of the last blurred shots as it ruined some of the dramatic effects of the video as they were out of focus. So what I have done is changed the shots to ones that are more in focus, in addition to this I also looked at what shots were before and changed that. For instance I had a shot with blood on my brothers face near the end of the video next to it I had a very blurred clip, I then changed it to a new cleaner shot in focus and with the colour red heavily shown within it. This helped push the connotations of blood within the music video at that point. Furthermore, I have put my media company logo at the end of the music video which was not there before.