Section B - Media Language

Analyse one of your media production in relation to Media Language

Media language is a key feature to the development and representation of my product. Media language refers to the idea that all texts are encoded with specific ideas and expressed through the use of focused language that presents the likes of narrative and genre. Presenting reality is a twisted and specific way. My production is my A2 music video, 'Save the World (tonight)' by Swedish House Mafia, which comes under the genre and sub-genre of dance/pop. I will refer to a range of theories that reflect or challenge the concepts of media language in my music video, analysing and using examples to apply such theories to my product.

Andrew Goodwin's theory can be applied to my product in a variety of way, as he presents the idea that there exists '5 key elements' to the creation and presentation of media language in texts. These elements being crucial to showing important factors on my product that I intent to express to the audience. For example, Goodwin suggests 'thought beats' are a key element, which can be found in my video through the introduction which saw pen tapping and foot stomping to be in time with the beat. This is crucial as it closely ties to the genre and pace I wish to show in my product, with this fast pace linking to the typical dance genre and also maintaining visual interest in my music video. Goodwin also supports the idea of a 'narration + performance' existing in media texts, which can be applied to my product. This is seen in my video through the following of the main superhero character, which in turn creates an underlying reason to the video while also helping express the challenging of typical dance stereotypes such as un-narrated clips. The use of a 'Star image' also conforms to Goodwin's idea, with there being a primary character focus on the student/superhero throughout my video, clearly presenting through upward tilt camera shots and constant reference that this character is the focus of the video and has a specific role and image in the narrative. This overall allowing such media language to relay to audience the ideas i wished to create, also incorporating genre conventions.


The theory of there being '4 ways in which music videos are created', given by Carole Vernallis, can also be applied to the creation of my video and the media language used to convey ideas and elements. For example, one way 'Narrative' was vital in the creation of my music video as it was a founding factor of which my video was based upon, with an example being that constant reference to the main video and a 'flow' to the clips used (college to events). This focus on narrative during creation allowed other elements, such as the cartoony effect found in my video, to be added on top of this. Preventing the main underlying idea to be ignored. Camera movement was also vital to the creation and portraying of elements of my video. For example, the camera angles were rarely static in my music video, maintaining the 'dance' pace I aimed to achieve and keeping audience interest in the product. Overall creating a more engaging product that was easily moulded and built upon from the start, 


The theory of semiotics existing in my music video can also be applied, following the idea that my audience 'only thinks in signs'. A great example of this is during the scene in the recording studio, where the effects sliders rised as the music increased in pace. This was interpreted by the audience to symbolise the music reaching a 'pinacle' and that something big was going to happen, even if this is not directly shown in the video. Another example is that of the costume used by the superhero, which through various clips related to the common understanding that 'comic superheros' wear easily recognisable clothing to symbolise their status. This allowed typical conventions to be incorporated into my product without actual explanation, saving time and allowing easy engagement by the audience. The wearing of a black costume by the mugger during the 'snatch' scene also easily related to the audience something bad, that is normally associated with crime. This then been showing through the actual action, but already understood by the audience beforehand. This media language allowing signs already incorporated in society to be applied to my music video, which in turn gives greater understanding and a layer of depth to my video.


Umberto Eco's theory of there existing 'Open and closed meanings in media texts' is also noticeable in my music video to some extent. An example of this is the establishing of the main character being the 'good guy' through costume and positive lighting, making this a closed meaning that is easily understood by the audience and requires little explanation and is not open to interpretation. This also being affirmed through the containing of scenes which see the main 'good'  character saving someone in distress, which presents a closed meaning that the character is that of which is positive, and not that of something like evil. Although my product is mainly that of closed meanings, it can be argued it does contain some open meanings; which are open to interpretation. One of these being the idea that the main character dreams about being a superhero, or is actually a superhero and is merely reflecting on it during his college hours. This in turn allows more engagement and individuality to exist from the audience, preventing my product from being too closed and set in the direction I wished to show. Which can link to the genre of dance and its stereotypical conventions.


In conclusion, its clear that a variety of methods of media language are incorporated in my product to allow certain aspects of my video to be shown and interpreted in the way in which I aimed to achieve. Through the use of the likes of understood 'signs' and open and closed meanings I am able to use media language to create an overall better and more targeted product.

Section B - Representation Essay

'Analyse one of your media productions in relation to representation'

Representation is a key feature to the development and creation of my product. Representation, as described by Stuart Hall, refers to the idea that all texts are encoded with specific ideas and expressed through careful mediation. Presenting reality is a twisted and specific way. My production is my A2 music video, 'Save the World (tonight)' by Swedish House Mafia, which comes under the genre and sub-genre of dance/pop. I will refer to a range of theories that reflect or challenge the concepts of representation in my music video, analysing and using examples to apply such theories to my product.

Firstly, James Baker's theory can be applied to my music video is a variety of ways. Baker refers to the idea of 'Selection, organisation and focusing' existing within my text, and is constructed to present a specific idea. For example the idea of selection is presented though the use of specific clips and parts, while missing parts out to construct a more flowing video. This was used in my video through the constant changing of scenario and events with the switching of college location to that of the mugging or near-car accident; thus removing the links between them and instead focusing on the key scenes rather than build up to them. Baker also presents the idea of focus existing in my video, which is the concentrating on one specific element of my video. I applied this through the consistent following of the main character (superhero) with varied camera shots and existence of  a superhero costume throughout the scenes; and the emphasis on the narrative and its expansion, with the likes of the College merely providing a backdrop from the events that are playing out. The idea of reflective viewing can also link to my music video, with there existing a clear link between reality and the story unfolding in my video. An example of this in my video is reference to college and the life of a student, which has no 'surreal' elements and can be reflected upon by the audience that is viewing it. This in turn allowing a specific audience to be represented and related to, while building surreal and narrative extensions on top of it.

Tim O Sullivan's theory is also applicable to my music video in a variety of ways. Sullivan presents the idea that 'Ideology exists in media texts', presenting the idea that there is a selective view of reality and the idea that characters fit specific stereotypical roles in texts. In my video reality is tailored to my own specific way for the audience with there existing an idea that although the main character goes through the process many ordinary student do, with an added twist of a surreal superhero element, be it that of a daydream or reality, co-exists with the reality element and provides the narrative and representation I aim to achieve. Generic and stereotypical roles do also exist in my narrative, representing the characters in a way in which much of the audience will instantly reference and understand. For example, during the mugging scene the character getting mugged is that of a stereotypical weak, young girl who in comparison to the mugger is helpless unless intervention occurs. This is also reinforced by the use of contrasting costumes and low-angle camera shots which cement the muggers dominant position. Thus giving the clear representation to generic character roles that play out in a narrative. Another example of this is the use of a superhero/'good guy' that is focused upon throughout the scenes, being strengthened by the use of empowering camera shots and a bright superhero costume. This representing the main character is a stereotypical, good light that is present in most narratives.

The idea of Marxism is also able to be applied to my product and it's representation. Marxism mainly presents the idea of there existing a 'Hegemonic view of society' and 'Representations being encoded into mass media'. For example, the youth in modern day society is normally portrayed to that of 'folk devils' (as said by Stanley Cohen), but in my music video the young main character challenges the negative conventions portrayed by the media and instead brings about positive change, through the likes of saving those in need and being 'proud to help'. Challenging society's representation of modern-day youth. The aspiration to be better is also a vital part of my music video, with the main character, a typical bored student, daydreaming to be that of something which makes a difference in society. This clearly representing an idea many can relate to, as most try wish to be something better than they actually are, be that being in a surreal/imaginary way or not. My video is also the 'breaking of the normal', taking the reality element of college life and injecting the idea of fictional superhero elements, creating a spin on reality and expanding on real-life representation.

Dick Hebdige's ideas of 'Subculture being a subversion to normality' and 'Subculture being negative as its not the norm' can however be seen and challenged in my music video in a variety of ways. The dance genre itself can be argued to be a subculture that is a subversion of normal life; embracing common elements, specifically with characters, that can be associated as a representation of a dance audience. An example of this being the use of over-the-head headphones and loose fitting trainers, which can be associated with the subculture of a dance audience. However, the subculture being 'negative' is challenged in my video as instead of being a 'folk devil' of a teenager much of society suggests, my main teenage character goes out to commit acts of helping and saving; creating a twist to the typical negative representation that much of society believes in. Another example being the approach to the 'negative scenes' of my video, which although are distressing, are placed in a concept that results in a positive outcome. Reaffirming the representation of negative points in a positive light.

David Gauntlett and his idea of 'Identity being complicated' and 'Artists play with the idea of identity' can also be applied to my music video is certain ways. For example, my main character, the superhero, has a complicated identity were he is both a 'superhero' while also being a stereotypical teenage student.  This moulding a specific identity that is then shown and represented to the audience, which is unique and specific to my music video. This in turn also creates 'layers' to the main character, as he goes beyond the typical place-model of a main character adding various elements, such as being hero and performing music, to the standard main character. In turning creating a more depth that is represented in the way I aimed to achieve.

In conclusion, its clear a variety of theories and elements go into create a full picture of representation in my product. These range from appealing to my specific audience to creating specific elements that attach to my characters for a more unique representation.

Section B - Audience Essay

Analyse one of your media productions in relation to audience

In this essay I will be evaluating and analysing my A2 coursework in relation to audience and how it was gathered and used effectively within my product. I will be focusing upon the music video I created in A2, Save the World Tonight by Swedish House Mafia, and how audience had a direct affect on its creation and appeal, through the incorporating and dissecting of theories relating to audience. This overall being tied with the genre of my music video, dance.

Ien Ang's theory of 'Institutions must have an audience in mind' can be applied to my music video in a variety of ways. Firstly, when researching and brain-storming my music video I understood that the foundation of my product must have an audience focus; of which my ideas and conventions will centre around. In this case being dance genre fans. For example, I understood the dance audience like quick and short shots, therefore my video introduction consisted of a large amount of shots in a small space of time. This gave a clear link to dance music and in turn appealed to my audience in a simple and effective way. I also needed to understand my audience so that stereotypical elements of dance music can be both incorporated into my video and sometimes challenged, so that the typical dance genre audience can be appealed to while interesting and creative ideas can be attached for individuality. An example of this being the use of high action scenes such as the mugging scene being tied with a strong narrative. Ang's theory therefore presenting the true idea that a foundation of audience knowledge is required to create a genre base that can be built upon as production progresses.

The theory that the product 'Must relate back to the sub-culture' presented by Dick Hebdige was also vital to the creation and appeal of my product. For example, I understood that my sub-genre for my video would be that of clubbing and pop, creating depth to the video and a larger pool of audience that can be appealed to. In my product i made use of this by the use of a narrative underpinning most of my video, which clearly links to the pop genre which mostly incorporates a story background. The relating to a sub-genre also created more freedom in the development of my product, allowing the 'mould' of a stereotypical dance audience to be twisted and expanded upon. In my video I used clips of a live band playing instruments, which is typical of other genres's rather than dance; however the existence of an electronic and pop subculture allowed such ideas to be implemented without breaking away from the target audience I had in mind. Overall this theory creating layers to my product that opens up the product to a wider audience.

Clark et al.'s idea of 'regular audience research' also applied heavily to my music video, being key the the creation and planning needed to appeal to my audience and follow specific stereotypes to make the genre easily understandable. Facebook feedback, aka. social media feedback, was vital to the creation of an audience profile and understanding of what our desired audience wanted in the music video. For example, we posted clips of our video onto a specific dance genre 'group' on Facebook, asking for feedback and suggestions. This directly asking members of the dance fanbase so that up-to-date audience research could be found and embraced throughout the video creation. Dance fan peer groups were also used throughout the research part of our product, asking specific audience related question such as :'What would you typically see in a dance music video?', so that a compiled list of requirements could be made. A treatment sheet was also created through the gathering of information off fellow dance genre videos and the internet, so that the likes of costume and props could be directly linked to the audience we were trying to appeal to. For example, the reference to modern technology found in most dance music was highlighted in my video through the location of a music recording studio.

Another theory that can be applied to my product is that of McQuails, which suggests texts are used for a purpose, either 'escapism, personal or personal identity'. This can clearly link to my product simply because of the mixture of a surreal element with 'real-life' relations. For example, the surreal idea of a superhero fighting crime and saving those in distress is fictional, but can provide escapism as it takes the audience away from reality for entertainment purposes. Another link is the ability to gather a personal identity and relation from the video, as the target audience is the same age and normally in the same situation as the main character. Thus allowing the likes of daydreaming in class to be closely linked with what may actually happen during an audience's life. It can also be linked to the idea of many to wanting to be something of importance, like a superhero, therefore plays out a wish for many in a visual and audio way. Overall this theory can appeal to audiences in a variety of ways, giving individual taste and meaning to the product and therefore be more of an overall appealing product.

Stuart Hall's theory is also able to be applied to my product, through the implication that there is 3 types of media text reading 'dominant reading, negotiated reading and oppositional reading'. Primarily, my music can be placed under the theory of dominant reading as the audience is likely to understand the key concept I wished to portray, the idea that a regular student dreams about becoming a superhero and saving the world. This is done through the clear and simple narrative, and variety of scenes (such as the jumps between costume and location) that help identify the difference between dreaming and reality. This allowing my audience to clearly understand the reading i wished to show, for enjoyment purposes. It can also be argued that a negotiated reading can exist, with some of my desired audience adding their own twist to the narrative and vision I created. For example, someone may believe that the student is actually a superhero, and that he lives two separated lives. This does not stray from the underlying idea however, therefore is welcomed from the audience. Overall this theory allowing individuals from my audience to interpret as they fit, but mainly sticking to my desired idea through simplicity and effectiveness.

In conclusion, its clear a wide range of theories are evident in the way audience is linked to my product. From research all the way to reviewing its clear theories exist that affects my audience and the ways in which my product is interpreted. Its clear that audience is a foundation to any successful product, as it sets the elements needed for a dance genre video and must be understood to create a good, dance genre music video.

Section B: Narrative Essay

Analyse one of your coursework productions in relation to narrative

In this essay I will be discussing how the concept of narrative is applied to my A2 music video, and what theories and conventions are used to portray the narrative I am aiming to show. My A2 production was a music video based around the song 'Save the World (tonight)' by Swedish House Mafia, which is primarily part of the dance genre which a sub-genre of pop. Throughout this essay I will discuss how specific theorists and their ideas relate to my product and its narrative, and the examples that exist to help reaffirm these ideas and beliefs.


One theory that clearly relates to my product is that of the theory presented by Tim O Sullivan, who proposed the idea that 'Media texts are a way of telling a story'. This can easily relate to my product as the main concept of it was to provide a consistent underlying story throughout. An example of this is the existence of a main character who is shown through various clips to aspire to be a superhero, through the likes of saving people in distress. This is made clear throughout the whole of my product, and relates to the theory as this underlying idea unfolds as the video goes on, 'telling' the story in a way a paperback novel would. Another idea to support this theory is the existence of a clear, stereotypical costume in most clips. The costume clearly depicts that of what is normally associated with superhero's, which in turn normally revolve around the idea of storytelling and following a 'comic book' like structure. The costume is also a vital prop in upholding the idea of a narrative, strengthening the idea of a story being told through its conventions and clear link to the aim of the narrative. Another example is the persistent showing of the main character, the superhero, throughout the clips and within different settings; as the story unfolds. This keeping the focus of the music video on the development of the main characters narrative, maintaining the audiences interest in the character development.


Another theory that exists in my product is that of Levi-Strauss's; of whom suggests there is a clear showing of 'characters and their opposition', also referred to as 'binary opposition'. A clear example of this in my product is the relation during the scene of fighting, which sees the protagonist superhero 'save' a girl from an attacker. In this scene the opposition is visually shown through the contrast in costume, with the superhero wearing bright and colourful clothing, while the attacker is in black and has most of his facial features covered. This progressing the narrative and showing the challenges that exist within the story of my product. Another opposition that exists is that of the superhero and his fellow college pupils, which although is not a focus of the narrative, its clear that the main character is 'seperated' from the real world and his surroundings, therefore opposite to the normal life going on around him and submerged in a narrative. This theory is also challenged in some respect as there is no clear binary opposition throughout my product, with the narrative having multiple scenarios (car scene, assault) that shift the focus of the superhero's problems and creates no true binary opposition to the main character. Creating twist on the stereotypical narrative.


Sven Carlsson's theory is also present in my product. Sven suggests that there are '2 rough groups of narrative: performance or conceptual clips', which place narrative telling into sub-categories. My product can be seen to be conceptual through the focus of main character ambitions to be a superhero and the focus of the narrative to portray an idea and concept, instead of character performance. Another example that supports the idea of my narrative being conceptual is the surreal element of my video, following an unrealistic storyline that is more fairytale that actual real conventions; again removing the focus on character performance and pushing more the underlying idea of the narrative. Sven's theory can also be seen to be challenged within my video however. Although its argued video's are placed in one group or the other, its clear my product also contains elements of performance clips; such as the consistent use of lip syncing, and the brief elements of instruments being used (such as the recording studio clip). This therefore resulting in my music video being a merge of Sven's two ideas, creating a unique narrative that is not stereotypical. 


The theories Michael Shore presents can also relate to the narrative elements of my product. An idea presented by Shore is the idea of recycled styles being present throughout specific genre narratives, with ideas being taken and reproduced throughout same, and sometimes different, genres. An example of this my product is tie of instrument performance with a 'deep' narrative, which has become common across genres as a way of portraying a narrative in a unique and appealing way. giving depth to my narrative that appeals to a wide spectrum of audiences. Shore also presents the idea that throughout narratives there is normally an information overload, which sees music video's overload the audience with information that is hard to digest in a short space of time. For example, my product contains 3 short scenarios that contain a variety of clips; but are short and fast, which makes it hard for the narrative to be digested in just one sitting. This also giving my narrative the sense of 'thickness' and depth that creates greater interest throughout the video. Shore's ideas overall adding layers to my narrative that follow typical conventions and link to whats normally associated with videos across my genre.


Lastly, the idea that 'All narratives feature stock characters' presented by Propp also is present in my product. For example, it is made clear throughout my product who the main character is through his consistence appearance and narrative focus, especially as his fills the stock idea of a 'good' protagonist. Thus placing my narrative into a more stereotypical field, where the audience can easily understand character roles and the foundations of the narrative. Another example is the use of stereotypical opposition in my product, clearly shown during the 'assault' scene, which placed the attacker in a typical bad guy role; aided by the generic costume conventions and actions. This again reaffirming the easy understanding of the narrative and the ability to link elements together easily. Also, during the car crash scene it is made clear who was in distress while who was the saviour, placing the characters in stock roles that exist through a variety of narratives and genres. 


In conclusion, its clear a variety of theories and elements exist in my narrative to create a story that is both stereotypical, and challenging at the same time. In turn creating something fairly unique, with the incorporation of elements that show clear links and conventions for the audience so that my narrative can easily be understood.

Essay - 1B - Applying a key concept to your production

Analyse one of your coursework productions in relation to genre

In this essay I will be discussing how the concept of genre is applied to my A2 music video, and what theories and conventions are used to portray the genre I am aiming to reproduce. My A2 production was a music video based around the song 'Save the World (tonight)' by Swedish House Mafia, which is primarily part of the dance genre which a sub-genre of pop. Throughout this essay I will discuss how specific theorists and their ideas relate to my product, and the examples that exist to help reaffirm these ideas and beliefs.

A key theoretic idea that can be applied to my music video is the idea proposed by Barry Keith Grant. Grant proposed the idea that 'Certain characteristics exist to give genre' and that sub-genres exist in most media products. For example, my music video has a strong underlying sense of pop conventions through the incorporation of typical pop techniques while challenging that of typical dance music. The focus of lyrics during my video, tied with the close relation of lyrics to on-screen action, helped create the link of a sub-genre exist within my product; as lyrics are normally centre to a typical pop music video. The challenging of the typical idea that dance music must incorporate quick, short shots throughout also aids in creating the genre of my video and its existence of a sub-genre; as my video uses a range of fast and slow shots, tying quite closely with the lyrics present in the song. Meat-shots used to lip-sync the singing of lyrics is also a convention linked with pop music and little dance, so the use of this throughout my video strengthen the fact that my product has a 'bridge' of two genres, creating a merge that is recognisable to both pop and dance enthusiasts. These examples highlight Grant's ideas, proposing that conventions and elements of a music video help define what the genre is; and through the cooperation or challenging of these the overall genre is created for the audience.

Jason Mittell's idea is also present within my music video. Mittell proposed the idea that 'Producers use genre and conventions to appeal to their audience', suggesting that through common elements associated to a genre a video is appealing to its target audience. A clear showing of this is the use of fast, short clips used during my video, especially during the chorus and live singing scene. These use of fast-paced clips links to the typical dance genre convention that the visual representation should match that of the 'beats-per-minute' of the music; creating an overall energetic tone. Another example is the persistent use of thought beats, which many argue is a must during any dance music video. I used this especially at the the start of my video, clearly creating that link to dance music that would instantly appeal to that of a dance music fan. The use of thought beats also ties with the dance genre through the mass use of individual shots, which is stereotypical of a dance genre as many wish to keep a high pace throughout the video (ie. Call on me). However, the challenging of Mittell's idea also helps define the genre and sub-genre of my product, with a clear example being the fact that thought beats are not totally persistent throughout my video, being broken up by narrative-driven long shots. This reaffirms the pop sub-genre while also adding an interesting twist on a typical dance genre video. Mittell's ideas however were correct as they were used to show a clear link to the genre, as stereotypical conventions are clearly portrayed.

The idea that 'Texts are used to personal needs', proposed by Denis McQuail, can also heavily relate to the genre of my music video. McQuail's idea gives the impression that genre can link to the personal identity of it's audience, and be used for entertainment and escapism from reality. The fact that the main character of my music video was a college teenager closely links to the typical age of a dance music fan, which can effect the audience as many see this fictional role as something that they can relate to personally. Thus leading many to put themselves in the same position as the character. Escapism also links with the genre conventions of my music video, with dance music typically being surreal and unrealistic. As a typical dance genre audience can relate to the narrative of the music video many may again use this to link with their personal life and ideas, with many teenagers probably daydreaming in class about surreal and unrealistic ideas. McQuail's idea can also boil down to simple entertainment purposes, with a dance/pop audience simply being interested and enjoying the music video; especially with the surreal elements that link with the genre. McQuail's idea primarily suggesting the idea that dance genre fans find appeal in my music video through typical conventions that match personal needs of the audience, such as an unrealistic escape (super hero) or ability to tie day-to-day routines in real-life (college/clubbing).

The idea proposed by Nicholas Abercrombie of 'Boundaries between genres shifting and merging' can also link largely with my music video and its dance genre. This is clearly shown in my video by the merge of dance elements and conventions with those normally associated with pop, which has grown in recent years throughout the music industry. For example, the dance convention of using thought-beats in my video is tied with the linking of real musical instruments, challenging the typical dance stereotypes by incorporating over genre elements. This creating more appeal and uniqueness to my product. Another example of this is the strong narration, which is largely a pop element, being so prominent in my video. This challenging the typical idea of using typical dance genre conventions, and strengthening Abercrombie's idea that genre's are merging, with borders being blurred and broken. Abercrombie's idea helps the cement the idea of a sub-genre being prominent throughout my video, which I understood and embraced during it's creation to incorporate unique ideas and appeal to a expanding dance genre audience.

Lastly, David Bordwell's idea of 'Any theme appearing in any genre' can also be applied. Bordwell suggests the idea that although a genre may exist, and range of themes may be included under this category to create appeal and individuality throughout the dance genre. For example, my music video challenged the typical dance idea of 'having a good time', instead adopting the idea of a narrative-driven video instead, embracing the use of a story theme. Personal identity also comes as a theme in my product, as the clear ability to link real-life with the elements of the video, such as studying, is clear in my product; breaking away from past typical dance ideas that the video must be obscure and of no relation to the audience lives, breaking away from the idea that surrealism must exist under this dance genre. The theme of distress also clearly incorporates with the entrenched narrative, such as the fighting crime and preventing injury scenes, creating sub-elements under the broad dance genre. Bordwell's idea presents the theory that although genre does exist, elements within it create the individuality of dance music video's and break away from the typical stereotypes. 

Research & Planning Question

Describe how your understanding of the importance of good research and planning skills developed throughout the pre-production of your AS and A2 coursework

During the last two years of studying media I have been given the task of creating two briefs for my AS and A2 studies; a 2 minute opening sequence for a film noire, and and create a music promotional package including  a music video, digipak and advert. Research and planning plays a key role in the overall production value of my products, also enabling tools available to me to be utilised to full effect and be related to the task at hand. I will answer this question by first outlining research and planning in AS, followed by the development of these into A2.

The first thing I did during AS for research was the noting of the brief and outline my understanding of my task and what I had to base my product around. For example, from researching into texts such as LA Confidential I was able to understand that my product will have crime as a focal point. This in turn giving me a foundation of which my product will be based upon, meeting my aims and expectations. Following on from this I also researched the conventions linked to film noire and the typical stereotypical ideas that are tied to this film genre. This brought to light the ideas such as black and white, which highlighted how to achieve a film noire opening sequence I will need to adapt such ideas to mine for easy recognition. These research of conventions were also tied with analysis of existing medias for in-depth analysis of successful film noire's. For example, Seven, was reviewed to understand key concepts of the genre and take ideas that could be adapted into my sequence, including elements that could be twisted for creativity. Finally, opening sequences were reviewed as a whole, to understand the 'must-have's' for an opening sequence and the information that must be incorporated into mine. LA Confidential was reviewed again for this, present key ideas that could be adapted, edited or taken to be placed on my product for a closer relation to the genre of film noire.

Planning was also important during AS, providing a guideline to filming my opening sequence. A prime part of my planning was the use of writing draft ideas down on either paper or my blog. For example, I collaborated with my group on writing our individual ideas on a piece of paper which we later reviewed and selected key ideas. This allowed the best elements to be incorporated into the product, and the most popular ideas to exist during the opening sequence. Another key part of planning was the use of a risk assessment, which allowed me to understand that risks that would be undertaken when creating the opening sequence and any problems which may prevent progress. For example, we understood that lighting conditions may affect how our sequence is recorded, this now allowing us to prepare for such problems and discover alternatives. A storyboard was key to the sequencing of the clip, and created a structure that could be followed when preparing to film. Our storyboard allowed the whole group to understand how the opening sequence will be played out, also allowing any feedback and ideas to be inputted before committing to filming. Recce shot were also widely used during the planning of the sequence, allowing us to experiment with specific shots and determine what would work well with our genre, and what wouldn't. For example, these were vital when performing the low-angle tilt, allowing us to understand specifically how this shot should be taken and it's effectiveness. 

In A2, research for my products developed quite considerably and allowed a more effective use of research as a whole. As with AS, we started with a brief of what we aimed to achieve throughout the preparation of our products and what we were expected to achieve. However, this was developed primarily due to the reason that A2 required research and planning on more than one product, such as the video and digipak, therefore our brief was much more detailed and expanded upon. The conventions of music video's was also a key area of the research, following a similar structure to the reviewing of film noire clips, but now however being much more varied and in-depth due to the flexibility of the dance genre. This allowing understanding of key parts of dance music, such as the thought beats found in call on me, and created a wider selection of elements to consider than film noire. This can also tie closely with the creation of a 9-frame analysis, which went further than simple convention reviewing and allowed a detailed dissection of a typical dance clip for key elements. A2 also developed from AS through the incorporation of new research techniques, such as a lip sync to a video with lyrics. This allowed greater preparation for the task ahead and removed the need for having to learn from scratch when filming, which was slightly the case when filming in AS. Genre research was also more in-depth than that of AS, embracing many elements from a variety of media's rather than a few like film noire. This again establishing a greater understanding of what dance music actually is and the conventions normally tied to it. 

Planning in A2 also developed quite considerably from AS. Drafting ideas were also carried on from the opening sequence in AS, however this ideas went much further than just group consideration. During A2 we embraced the use of fellow peers and social media to gain opinion on ideas on a much larger scale; this is turn creating a much more direct and appealing array of products. Carrying on from this was the use of audience profiling, which went beyond the typical genre stereotype and tried to understand what a typical viewer f the product would be like, and what would appeal to them. Creating a much more focused and aimed product than before. A storyboard was also key during planning in A2 too, again acting as a framework for the sequence to be based upon and enable a rough idea of the finished product before committing to filming. Although similar to AS, during A2 we did develop the storyboard to include details such as shots and specific lengths; thus making filming a much easier process than previously. Shot listing was also vital in the pre-production of A2, giving a outline to what we aimed to use during filming to meet the genre guideline and implement the unique ideas we had ourselves. For example, the use of high-angle shots was noted as something unique we aimed to implement, and was continued into production due to it's listing in the shot list. Finally, schedules encased the planning of our products in A2. This went further than A2 as it gave a clear plan of action for pre-production, preventing losing track of time like that which occurred during AS.


In conclusion, it's clear that research and planning were key during AS and A2, providing structure and a framework for the rest of the project. Although research and planning went well throughout AS, its clear it did develop considerably during A2 to be much more efficient and effective.

Post-Production + Creativity Essay Question

Describe how you developed your post production skills for media production and evaluate how these skills informed your creative media practice. Refer to a range of examples in your answer to show how these skills developed over time

During the last two years of studying media I have been given the task of creating two briefs for my AS and A2 studies; a 2 minute opening sequence for a film noire, and and create a music promotional package including  a music video, digipak and advert. Post production plays a key role in the overall production value of my products, also enabling tools available to me to be utilised for creative purposes. I will answer this question by first outlining post production and evaluation in AS, followed by the development of these into A2.

During post production at AS post production played a key role in portraying the typical film noire features, while also allowing me to add creative twists and features to my products. Imovie allowed quick editing and easy incorporation of simple ideas through tools such as cutting, thus allowing me to add my own ideas such as merging of shots without any real struggle. However, Imovie is fairly simple and lacks more professional tools, therefore preventing any huge creative ideas from being incorporated. The use of photoshop after filming also enabled ideas to be entrenched into my film noire, allowing the addition of the likes of the 'noire-like' title scene; again adding a layer of tools available to me that can help emphasis the noire stereotypes I want while also allowing additions of original ideas. This suite can be complicated at time however, lacking intuitive options which did to an extent prevent the incorporation of truly unique ideas. The use of final cut on the product allowed non-linear editing and a large range of effects to be used, such as sepia, creating that 'must needed' element of black and white so clearly shown in typical film noires. Final Cut's flexibility however allowed me to twist these typical conventions to be more creative, such as using the sepia effect only on specific clips. Rendering on the Emac's did take time however.

Itunes was also an aid in post-production and adding a unique flare to my products, being utilised to allow quick importation of audio clips with little fuss. This allowing me to adopt the personal ideas of utilising audio in my clip with the likes of narration throughout, however Itunes offered little in the forms of editing the clip and therefore final cut had to be used to creatively use the audio. The timeline feature on final cut was important in the syncing of the audio and visual parts of my clip, allowing me to freely move parts of my recording so that I could gain my own desired effect out of what I had. The viewer also found inside of final cut also enabled me to quickly review changes I had made, showing me the overall 'picture' of what I had done before committing to finishing; this in turn giving me more freedom to mess with ideas on my product, though this screen failed to show the product before being applied therefore i did hold back from adding certain aspects incase i failed to return them to normal.

The evaluation aspect of AS also saw the adoption of post production being closely tied with the creativity of my products. For example, web 2.0 such as slideshare was used to create a much more interactive type of evaluation, breaking the mould of just using office suites to create my evaluations. Also the website Prezzi was used for a unique twist on reviewing products, creating an engaging way to navigate through the categories of my evaluations.

Post production in A2 developed much further than that found in AS, with many products and usage after filming being used in a more productive and unique way. For example, Final cut was used to develop from simple editing to the use of much more unique and complex ideas, such as frame-cutting, so that more convention challenges could be incorporated into my product. This freedom allowing me to both incorporate stereotypical ideas with unique ones of my own, such as 'POW' images. Photoshop skills were also improved vastly, with the tools available to me being used much more effectively so that less restraint was given on how I could create new and fresh ideas, especially as I now had a greater understanding of what was available to me. 

This was create in the use of posterisation throughout my film. Another point in photoshop was the more frequent usage of it in my products, with its extensive features being embraced when creating both my film and advertisements simply due to the wide range of professional options available to me; which in turn allowed my creative ideas to be added with a much more pleasing overall presence. Final cut was also used to much more effect too, with the tools and abilities, such as multiple timeline layers and zoom, being used throughout my product to allow both creativity in how the product is viewed and the ability for me to have less restraint when it comes to adding my own ideas. However, even with the upgrade to Imac's, rendering speed was still and issue and did limit the amount of changes I was willing to make.

Evaluation during A2 was also developed to some extent. For example, the web 2.0 site Blogger was used much more extensively, using tools and ordering throughout my posts to create a place for my work that was much more related to the product and theme I was aiming to achieve. Slideshare and it's usage was also developed, with the evaluation I created having much more flow to them than found in AS, being more extensively used and co-existing together for simplicity and a more unique feel.