Lesson 1 - Stereotypes in Music Videos

Learning Objectives:

• To Know: About stereotypes in music videos.
•  To Understand: How music videos challenge or reinforce stereotypes to help sell the artist.
• To Be Able To: use new knowledge in a class activity.
• C.O.: To use media terminology effectively in both written and verbal communication.
• Wider Reading: Types of music videos - click here.

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Key info to get you started...

Music Videos are one of the most effective products for artists to use to sell their music and create a brand for themselves.  A music video can "make" or "break" a song and potentially an artist, so it is very important that they give out the relevant messages and represent themselves appropriately.  This way fans continue to buy their "image".

In order to study music videos effectively we have to "separate" the actual music from the actual video. 

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Get prepared...

1. Open a word document and write today's date at the top.
2. Write the title: Getting to know Music Videos.
3. Write the K, U, BAT and CO Learning Objectives on your document.

Now, write these questions down and answer them...

1. What are music videos?
2. Why are music videos important to the artist?
3. How do you think music videos make money for artists?

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Task 1: Learning the terminology - Click here for definitions

Terminology being explored in this lesson:

• Stereotype
• Narrative
• Mise-en-scene
• Representation

Get familiar with these terms... you don't need to write the definitions down but you need to be able to use them throughout the lesson as part of your Communication Objective.

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Shareable link to all videos below:

https://harrisfederation-my.sharepoint.com/personal/l_amador_hfed_net/_layouts/15/guestaccess.aspx?folderid=196924d62d38742c39368bbd8a9ce2fab&authkey=AXK6n2rvJICRpZp8trwWqz8

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Task 2: IDENTIFYING STEREOTYPES

Watch and write a short analysis of the music video below... follow the points!
Artist: Eminem
Song: The Real Slim Shady
Release year: 2000

Views: Almost 222 million views on youtube

• What is this video about? What is the narrative about?
• How does the music video represent the artist? Is this a positive or negative representation?
• Why do you think the artist agreed to this representation? How does this representation help sell the artist?
• Identify 2 stereotypes this video is constructing. Think of ethnicity, gender, age, social class.
• How does the MES create representation? What representation is it creating?
• Does the music link to the content/narrative of the video? In what way?
• What do you think makes this video so popular?

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Task 3: LINKING STEREOTYPES TO CULTURE.

Watch and write a short analysis of the music video below... follow the points!
Artist: Mark Ronson and Bruno Mars
Song: Uptown Funk
Year of release: 2014
Views: Over 2 billion views.

• What is this video about? What is the narrative about?
• What message(s) is this music video trying to communicate? 
• How does the video link culture and race/ethnicity?
• How does the music video represent the artist? Is this a positive or negative representation?
• Why do you think the artist agreed to this representation? How does this representation help sell the artist?
• How does the MES help create representation?
• Does the music link to the content/narrative of the video? In what way?
• What do you think makes this video so popular?

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Task 4: In pairs, discuss...

Watch and select 2 music videos from below.

Find examples of ethnic minorities in the TWO music videos you chose for each of these categories:

• Exotic (meant to be rare, different, perhaps elements of another culture)
• Dangerous (meant to be scary)
• Pitied (we feel sorry for...)
• Humorous (it makes us laugh)

How are ethnic groups represented in the TWO videos you chose?

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Task 5: Consolidating the lesson - exam question

'Music videos reinforce stereotypes of ethnicity.' How far is this true of TWO music videos you have studied? (20 marks)

In your response, you must:

•   explore representations of ethnicity in TWO music videos you have studied - you need to make reference to some of the categories as above (10)
•   consider whether you agree or disagree with the statement (10)

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Write your answer as an entry in the comment box below or in your media book/word document.

Lesson 2 - Types of music videos

Learning Objectives:

• To Know: About types of music videos.
•  To Understand: How types of music videos are used to create brand and identity to the artist.
• To Be Able To: use new knowledge in a class activity.
• C.O.: To use media terminology effectively in both written and verbal communication.
• Wider Reading: Types of music videos - click here. Play a couple of games of the Quizlet to embed concepts.

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Key info to get you started...

Artists need to plan their music videos carefully... what themes and messages they want to portray and how they are portraying them.  

One of the major decisions they have to make is decide which type of music videos to use for a new song.  Remember that the video can "make" or "break" the song and the artist.

The music video can make money via the amount of views it gets on youtube, so it needs to be as appealing as possible.

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Get prepared...

1. Open the same word document as last lesson and write today's date at the top.
2. Write the title: Types of Music Videos.
3. Write the K, U, BAT and CO Learning Objectives on your document.

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Task 1: IDENTIFYING TYPES OF MUSIC VIDEOS

The main objective in this lesson is for you to become familiar with examples of different types of music videos... this way you'll be able to identify a selection of your own by just looking at them.

Watch some of the music videos below, discuss with a peer the questions below and then write your own answers on the word document/blog/media book.


Shareable link - click on these link to get access to the videos if you can't watch them from the blog.
https://harrisfederation-my.sharepoint.com/personal/l_amador_hfed_net/_layouts/15/guestaccess.aspx?folderid=1f601727a712d465588b6a4f0708e9e1f&authkey=ATQo7Kd9d9WNaIEE_PF5lFE


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NARRATIVE MUSIC VIDEOS
Watch these music videos and identify what makes them a Narrative Music video...
How is the story put together? Is it linear (Beginning, middle and end)? Is it non-linear?
Do the music videos follow specific genre codes? Which ones?





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PARODY MUSIC VIDEOS
Watch these music videos and identify what makes them a Parody Music video...
Do you recognise what other texts the music video is making fun of?




The Blink 182 video is a parody of these two videos below.
Can you find the similarities?




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This EMINEM video makes reference to comic books and super heroes.  
Can you see the conventions of these types of media texts in the video?

 

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This Wheatus music video makes reference to the typical American Teen Movie genre... such as American Pie.




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CONCEPT BASED MUSIC VIDEOS
What makes these videos Concept based? 
What kind of technique/media element do you see they are exploring?





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PERFORMANCE BASED MUSIC VIDEOS
How do you think these videos help sell the artist?
What impact in the audience do you think this type of music videos have?





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HYBRID MUSIC VIDEOS
What kind of elements can you identify in these videos that make them hybrid?





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Task 2: Showing your knowledge so far

Now that you know about stereotypes and types of music videos you need to evidence that you can apply this new knowledge to an activity.

Individually, pairs or small groups, read the scenarios (click here) and choose ONE of the ARTISTS, then brainstorm some ideas of the kind of music video the artist would need in order to launch his music career in the UK.

Use Powerpoint, emaze, prezi, padlet or another presentation programme to create this.

So, the task is:
Slide 1 - Your name or name of group.
Slide 2 - Type of music video chosen and explain why.
Slide 3 - What are the overall messages the video gives out?
Slide 4 - How is the artist being represented? 
Slide 5 - Scene by scene breakdown of the video.

Good Luck and Get Creative!


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Task 3: Do the Socrative test twice as directed by the teacher.

Points for discussion:

• What was your original score?
• What did you learn?
• What was your last score? 
• Has your score improved? Why?

https://b.socrative.com/teacher/#import-quiz/28081321

Lesson 3 - The Music Video and the BBFC

Learning Objectives:

• To Know: About the job of the BBFC in terms of music videos.
•  To Understand: How the BBFC uses certifications in music videos.
• To Be Able To: use new knowledge in a class activity.
• C.O.: To use media terminology effectively in both written and verbal communication.
• Wider Reading: Click here for link on how the BBFC classifies music videos

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Key info to get you started...

The BBFC is a regulatory board that classifies films, TV programmes on DVD and Blu-Ray and internet video content.  They work with classifications that range from U, PG, 12, 12A, 15, 18 and R.  All of these certificates carry their own guidelines... click here to find out the differences between them. 

Sometimes the BBFC bans videos and films... sometimes the BBFC demands that some films, videos and TV programmes get re-edited to gain a lower certificate.  Sometimes it is in the best interest of the artist to produce a music video that can be seen by as many people of all ages as possible... the wider the target audience the better the chances are the song will appeal to mass audiences.

Some music artists have produced some very controversial music videos, such as Madonna, Britney Spears, and Miley Cyrus, and these daring videos have helped the artists gain more success... but this is a very risky move!

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Get Prepared:

1. Open the same document as last lesson - the one in which you were developing the Artist Music Video.
2. Write a new title: BBFC and Music Videos.
3. Write the Learning Objectives - K, U and BAT.

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Task 1 - RATE A MUSIC VIDEO YOURSELF.

Become familiar with some of the BBFC classifications by playing a few games of the quizlet below:

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Choose 2 to 3 music videos from below and rate them with a peer... discuss your rating recommendation with your friend and then be ready to explain to the teacher your chosen certificate.





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Task 2 - REVIEW YOUR OWN MUSIC VIDEO IDEA.

Now that you've had a go at rating some existing music videos, have a go at rating your own idea for Tyler Ward's music video.

• What rating do you think it would receive from the BBFC? Why?
• If you wanted your video to have one rating down, what would you add/take away and why?
• If you wanted your video to have one rate up, what would you add/take away and why?

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Lesson 4 - CD covers and Branding

Learning Objectives:

• To Know: About CD covers and album art.
•  To Understand: How the image for a CD cover or album art can represent the music artist.
• To Be Able To: use new knowledge in a class activity.
• C.O.: To use media terminology effectively in both written and verbal communication.
• Wider Reading: Click here for link on how to design album art.

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Key info to get you started...

We know that CDs are becoming an obsolete type of media, especially with mp3 players and iPods/iPhones.  With this in mind, artist are struggling to create effective branding for themselves and their music work.  

CDs were the type of media that would include more than just the music tracks, they would also include a small booklet in which you had photos of the artist and the lyrics to all their songs.  Some of these booklets could be turned into a poster.

However, nowadays, as this technology is slowly disappearing, artists are still required to come up with "album art", which would be the actual CD cover.

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Get Prepared:

1. Open the same document as last lesson - the one in which you were developing the Artist Music Video.
2. Write a new title: CD Cover and Branding.
3. Write the Learning Objectives - K, U and BAT.

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Task 1 - REVIEW.

Review and complete your idea for the music video for Tyler Ward.

It is now time to come up with potential album art ideas for him... check out some of these good examples of album art... click here.

Choose 4 different album arts and discuss with a peer: 

• What type of shot is it?
• Are the types of shots different or similar in all album arts? 
• What is the overall mise-en-scene of the image?
• What is the overall colour theme of the album art?
• Can you guess the genre of music just by looking at the album art? What led you to this conclusion?
• What messages do the images give out in terms of artist representation?  For example, the cover for EMINEM Recovery could connote that the artist has managed to improve his life... or that he took a rest from his last album... or that he needed to recover from something bad that happened to him.

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Task 2 - Brainstorming ideas.
Once again, we need you to come up with a few ideas for the Album Art for Tyler Ward for UK audiences.

The album art you already discussed with your peers could give you ideas but remember that this is the first time people in the UK will have heard about our artist so your ideas need to be carefully drafted in order to create the right image for him.

You may use Powerpoint, emaze, prezi, padlet or other presentation software to help you organise your ideas.

Elements to consider:

• What type of shot would you use? Why?
• Would you use a single or multi image design?
• What type of mise-en-scene would you use and why? Would you use a location? Would you use an abstract background? why?
• What type of colour theme would you use and why?
• Would you create a logo for the artist?
• What type of representation are you creating with this album art?

Once you have finished with your presentation you need to "Sketch" it using Photoshop... Just produce a rough design of what the album art might look like.  Click here for tips on how to create an effective album cover.


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Task 3 - Quizlet

Once you have designed your CD Cover or Album Art have a go at playing a few sets of the quiz let below.




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Week 2 - Scenario - New Music Artist.

Information about the Artist

Name: Tyler Ward.
Name of the song: No Diggity.
Genre of music: Alternative - Acoustic.


https://drive.google.com/file/d/0B48B9fdwC0C9cHJhN19ESmZlUHM/view?usp=sharing

Please listen to the song... it's by a new up-and-coming young artist called Tyler Ward.  He has found some popularity on youtube and some of his music videos have a few thousand views already.

We want to launch him in the UK and we need you to come up with a new idea for a music video for the song above.  Beware, there is an existing video for this song but we need a brand new idea for his UK launch.

We need you to propose your ideas for the type of music video and relevant representations.  You also need to explain your choices.

In order to explain your idea for the music video, we need you to describe it scene-by-scene.

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Name of Artist: Ripe
Name of the song: Talk to the moon
Genre of music: Alternative
https://drive.google.com/file/d/0B48B9fdwC0C9dkphLU13MWtSYTQ/view?usp=sharing


Please listen to the song... it's by another new up-and-coming young band called Ripe.

We want to launch them in the UK and we need you to come up with a new idea for a music video for the song above.  



We need you to propose your ideas for the type of music video and relevant representations.  You also need to explain your choices.

In order to explain your idea for the music video, we need you to describe it scene-by-scene.

Terminology - Week 1

You must read and understand the terms below so you can write an effective analysis of your work.

Stereotypes: Stereotypes are representations of people that rely on ideas about the group that person is perceived as belonging to. It is assumed that an individual shares personal characteristics with other members of that group and thus shares further attributes associated with them. E.g.: blondes are all stupid, people who wear spectacles are clever etc.

Narrative: The way in which a story, or sequence of events, is put together within a text. All media texts have some sort of narrative. In the pack we look at the most used theory of film narrative, that of Todorov who saw films as following a basic storyline pattern of:  equilibrium - disequilibrium - new equilibrium.

Representation: The way in which the media “re-presents” the world around us in the form of signs and codes for audiences to read.


Mise-en-scene: From the French - everything in the frame - It is the combination of sound, costume, image, lighting, music that creates the tone and meaning of the sequence as well as establishing the kind of film we are watching.

Types of Music Videos

MUSIC VIDEOS CAN BE CATEGORISED INTO:

Parody Music Videos: Parody videos are based around making fun out of other existing texts.  These are great as audiences tend to already know the texts or ideas the music video is making comedic reference to.

Performance Music Videos: Performance based videos feature the band/artist performing either to the camera or an audience. This is a popular technique rock bands use as their concerts are usually high energy and there is more interest for a viewer to watch the band perform as a whole rather than an artist on their own.

Narrative Music Videos: A video consisting mainly of a story line relating to the lyrics and genre of the song. This is a good technique to use for engaging the audience.  This type of video is also used for songs that feature in films, with scenes from the film cut into the video.

Abstract or Concept based Music Videos: Abstract or Concept based videos are sometimes unusual they are based around one idea. They often concentrate on a specific editing technique.  Usually a video does not consist totally of one concept.

Hybrid Music Videos: a Hybrid music video is one that can be placed in two or more of these categories.