DIRT Marksheet 7 – H409 Music Videos Artist representations in mv’s
Name: Freddie Gore Date:
AO1: Demonstrate knowledge and understanding of the theoretical framework of media and contexts of media and their influence
Assessment Objectives AO1: 1a 1b – Demonstrate knowledge and understanding of the theoretical framework of media.
AO1 Total: 10 marks.
The content below is not prescriptive and all valid points should be credited. It is not expected that responses will include all of the points listed.
AO1:1 How producers may choose to include different representations in music videos to promote the artist(s), for example:
· producers of music videos may construct representations of the artist(s) that emphasise key aspects of their image, such as their performance prowess, which depending on the genre of music video could be high paced, coordinated dance routines, or performance highlighting the artist’s (or artists’) musical prowess and artistry, or narrative performance highlighting the artist’s (or artists’) image. Music videos may focus on one element of those highlighted above in depth but producers are more likely to select a combination of these elements to strongly emphasise key aspects of the artist’s (or artists’) mediated image.
· producers of music videos may construct representations of the target audience for the artist(s), for example the storyline of narrative elements of a music video may feature representations (or idealised representations) of fans (the target audience) interacting with the artist(s) in order to elicit within fans a feeling of belonging and loyalty with regard to the mediated image and/or music of the artist’s (or artists’).
· producers of music videos may promote the artist(s) to their fan-base (target audience) through elicit value-transference to the artist(s) through representations other than those of the artist(s), for example: o through artistic excellence and high production values, e.g. a highly cinematic in style narrative music video; or through more abstract, ‘high art’ expressionist videos (that may be live action, animated or feature digital CGI; or feature a combination of these elements) that appeal to the artist’s (or artists’) fan-base (target audience) o through the use of glamour, for example, featuring representations artist(s) through the use of performers (which may be real, digital or animated) in ‘glamorous’ and / or highly aspirational situations o music videos may also elicit value
· List A videos using social realist representation of ‘street life’ to represent the authenticity and cultural currency of the Corinne Bailey Rae video, aiming to transfer that value of transcendence to the artist
· the use of intertextual, postmodern representations in List B videos. the cinéphiliac recreation of Spielbergian 80s suburban America in the David Guetta video
· the use of messages and viewpoints in videos that aim to bolster the image of the artist and chime with those of the positioned audience - the very filmic representation of teenage alienation in Guetta’s video creates an ambiguous message that adds to the sophistication of Guetta’s image and fits the large-scale nature of the song.
· Comprehensive demonstration of knowledge and understanding of representations in music videos.
· Comprehensive, detailed and accurate knowledge and understanding of representations in music videos.
· Clear and precise and balanced explanation of how representations are chosen to promote the artist(s) in music videos.
7–10 Answer is supported by detailed and accurate reference to one set music video.
4–6 An adequate demonstration of knowledge and understanding of representations in music videos.
· Adequate and generally accurate knowledge and understanding of representations in music videos.
· Generally accurate explanation of how representations are chosen to promote the artist(s) in music videos.
· Answer is supported by general accurate reference to one set music video
1–3 A minimal demonstration of knowledge and understanding of representations in music videos. · Knowledge of representation in music videos is minimal, demonstrating little understanding.
· Explanation of how representations are used in music videos is minimal and may not always be accurate. ·Reference to a set music video to support the answer is minimal and may be inaccurate.
0 No response or no response worthy of credit.
Have a look at all the points you could have made from Miss Brookes’ feedback (next page) and reflect on what you did well and what was missing.
Identify a strength or strengths in your assessment:
· Stereotypes of society and how they are represented.
· Roughly what CBR represents and how she wants change.
What are the areas you need to improve?
· How the artist is represented.
· How she wants change and subverts society’s stereotypes.
· Characters and setting alongside of the camera shots and what they present.
What do you need to focus on for your next music video assessment?
· Uplifting mode of address, CBR iconic artist.
· Uses her own identity to celebrate diversity within society.
· Close up of heels encodes her feminine beauty and subverts the binary opposition to the dirty urban environment.
· ‘angelic’ representation juxtaposed by the brutality or solid and concrete jungle like scene.
· Low angle, iconic red dress, blurred focus, brutal geometry.
· Reaction shot shows vulnerability.
· Sharp focus on CBR promotes her importance and status.
· Parallel sound matches the images.
· Connotations: whoever you are you can transcend poverty.
· Arouses negative youth stereotypes, STOP representing and a social catalyst to promote change.
· Dominant female representation. RED vs Black. Love vs Death.
· Challenging stereotypes (Conform and Subvert).
· Ethnic diversity, gender, class and Age.
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