Analyse Representation in one of your Coursework Productions
“I will be analysing my music video which I filmed and edited as my main task which formed part of my Advanced Portfolio in Media. In class, we studied representation in existing music videos such as Doug Walker’s low production value British independent ‘The Mystery’, Katy Perry’s ‘I Kissed a Girl’, Lady Gaga and Beyonce’s ‘Telephone’, Ed Sheeran’s ‘Lego House’, and Jay-Z and Alicia Keys’ ‘Empire State of Mind’. This enabled us to fully understand how representation can be applied to our own productions”.
- Identify the music video and importantly the genre or hybridised genre. Identify also if you think this genre is commonly subject to issues of stereotyping in the media e.g. rap/hip hop and misogyny, representation of ethnicity but also Laura Mulvey’s male gaze which can often be linked to the rock genre, particularly Americanised variants.
- Develop areas of representation in your music video that are relevant to illustrate your points on - social class/status, ability/disability, gender, sexuality, national or regional identity, race and ethnicity. This will involve a close textual analysis (see below). There may also be issues of intertextuality you may wish to discuss that are relevant to a representation.
- Analyse the technical codes and mise-en-scene in your video (literally you are deconstructing your own product). What representations do they reveal linking with theory? If you have strong female characters in your music video for example, Angela McRobbie’s post feminist icon theory is a useful framework for study e.g. as in ‘Telephone’.
- Do you challenge or reinforce hegemonic cultural stereotypes with this representation and WHY e.g. “Female characters in my music video are subject to the male gaze” but think about the WAY they are represented – link to genre conventions if you think it is relevant. Andy...
Essay 2
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.
Essay 3
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.
Essay 3
Essay Question 1(b) Representation
Analyse one of your media productions in relation to representation.
I feel that the representation of my music A2 brief is very important as if it is not created to what I believe is accurate for my target audience then the full meaning of my production could be seen in a different way as to what I orignally wanted it to be. My A2 brief was to create a music promotion and on this particular subject area, I have decided to show links to theorists such as Hall, Baker and Perkins, as well as showing postmodernism through my music video. This was a small area to the brief and I feel that these theorists can easily relate to my work in this way.
Hall believes that media shows us things about society and that representations should be meaningful. My music production supports this in many ways as the theme is about pressures within society. This can be seen by the type of class in which the costumes withold (smart, formal wear). The lyrics of the song represent pressure in which the audience can relate to, giving the audience a sense of belonging. This reflects Hall's belief that representation should be meaningful as here it is towards the audience. Also the colour choice helps the audience feel that the band understands of how they are feeling as the main colours (red and black) show connotations of the emotion( i.e fustration, anger and pressure) portrayed by the band and the audience.
Baker believes that mediation is represented in 3 ways, selection, organisation and focusing. This echoes my work, as I represented mediation through the selection of shots in which I created jump shots in Fianl Cut Pro,through organisation by creating calenders on the computer for my blog and applying shots in the correct order, i.e the narrative pan shots were displayed gradually boiling and then splashes, rather than the other way round. I also finally represented mediation through focusing as I collected data from my audience research by creating questionnaires and adding there input to my work.
My work also supports Bakers belief of the 3 different views towards music videos. The 3 views in which he researched were, the reflective, intentional and constructionist's view. My production shows the reflective view as in the narrative in which the matchstick was present, when it gets set a light, it represents the pressures building up of someone, almost as if to irrupt. This view is also seen by the film burns I added through the use of Final Cut Pro. This was to share the same type of pressures, only this was the pressures gradually building up. I also showed an intentional view through my effect using Final Cut Pro. I made the lead singer sing at half speed and perform normally so when I sped him up, the lead singer looked fidgety. Here, the lead singer is representing pressures and how it can effect some people. This could be seen slightly as reflective also as the action in what is occuring represents a meaning of what it's like to be under pressure.
Some people think that it is easier to look at stereotypes when putting a music video together however, Perkins believes that ' some of the many ways that stereotypes are assumed to operate aren't true'. My music production challenges as well as supports this theory as the having the band perform their song in their production falls against a stereotypical indie rock band. The meat shots also challenge Perkins theory that stereotypes aren't true as these shots are known to be involved in an indie rock music video. However the costumes in which the band members are wearing, supports Perkins theory as they are wearing formal and smart wear, i.e ties, shorts etc, which isn't known to be a stereotypical costume for this type of band to wear.
I have finally chose to look at postmodernism as the distinction between reality becomes blurred and invisible. For example, whilst filming, the band and I were in a studio which had no windows in. Therefore we were in no specific location for the audience to locate. This also showed no sign of the weather either, leaving no signs if it was summer, autumn, spring or winter. The only lighting I used was artificial light. This is also a good example of postmodernism as the audience is unsure wether it was filmed at night or during the day. Throughout the video there also wasn't any watches or clocks in the distance, showing no significance of the time in which it was shot.
I conclude that the representation is very important when it comes to music productions as if the audience in which you are trying to target doesn't understand, then you are sending a message to people that you are unaware of and by doing this, I personally feel that the director would therefore seem to have lost control of their own work and the representations that comes with it.
Essay 4
Essay 4
xemplar Response for REPRESENTATON
Analyse Representation in one of your Coursework Productions.
I will be analysing my music video that we filmed and edited for our main task which formed part of my Advanced Portfolio in Media – a promotional package for release of an album, to include a music promo video. In class, we studied representation in existing Music Videos such as Miley Cyrus’ Wrecking Ball, Pharrell Williams’ Happy, Katy Perry’s I Kissed a Girland Lady Gaga and Beyonce’s Telephone – I extended this study to look at videos across a range of genres including Michael Jackson’s Thriller, Blur’s Parklife and Johnny Cash’sHurt to get an idea of representation across a range of genres. This enabled us to fully understand how representation can be applied to our own productions.
My music video was a high energy hybrid of both Electro Pop and Dance using the music of a local, unsigned band called Money Honey, making clear intertextual references to the music of Gaga and Beyonce’s Telephone but also Toni Basil’s Mickey from 1982. The song was called Take Me There and our intentions from the start were to represent femininity asempowered, referencing Angela McRobbie’s concept of the post feminist icon. Looking at existing media was important in helping us understand the representation we were looking to achieve, linking with a sense of narrative – in Gaga and Beyonce’s Telephone for example the narrative shows a sexualised, but in control Lady Gaga leaving prison, picked up by a sultry but again in complete control Beyonce. The video then takes on the genre conventions of a road movie while also referencing the Tarantino film, Kill Bill and also the Ridley Scott production Thelma and Louise. Take me There has limited production values but we did manage to film the three characters (one male and two female) in three separate locations and believe we achieved the representation we were looking for.
The narrative of the song was important in terms of how to decide to achieve this representation – as a song about wealthy banker who loves, and cheats on two women, the song and music video has a revenge narrative. As well as challenging hegemonic cultural stereotypes of gender, a more liberal pluralistic view of race and ethnicity is apparent with all three actors being of mixed race origin. The main setting is on the north bank of the River Thames at St Katherine’s Dock, with Tower Bridge in the background establishing regional identity, intercut with two domestic interiors and an exclusive west end club suggesting wealth and status – connotations are made here with the song title, Take Me There which encodes an aspirational representation.
The establishing shot shows the two women at home, isolated and alone while the video intercuts with a male character in a plush west end bar, flirting with women – he is framed using a canted ‘dutch’ angle suggesting his drunken state and insert close up shots of his body indicate his overweight body shape. At this point the music is fast tempo and upbeat which creates the ideal reading in terms of how contrapuntal sound reflects the isolation of the two women – high energy dance music is playing while one character works on a laptop in a sparsely furnished room while the other is seen sitting in a bath with a glass of wine. The shots then cut to the two girls performing the number on St. Katherine’s dock to an elaborate dance routine that uses red filters and extreme high key lighting to frame the action. The girls are wearing elaborate outfits that are similar to Jean-Paul Gaultier fashion garments with dramatic primary colours, high shoulders and plunging necklines – close up shots show knee length black plastic boots, again of elaborate design as the speed of the editing increases and intercuts with the happy, smiling faces of the singers.
The St. Katherine’s Dock setting is then cut with a key narrative moment in the video which sees the two women meet up in the same bar that the male character was initially photographed in, as they engage in clearly romantically provocative action that is filmed by a friend’s phone. The quality of the image and resolution changes to represent this narrative moment as the next shot cuts to an image of the girls uploading the images to Facebook for the male character to see – close up shots of shock on the man’s face mirror a joyous moment in the song as the dance rhythm become euphoric reflecting their triumph. Using Laura Mulvey’s male gaze theory, both female characters are framed for the male gaze but also are represented as aspirational and progressive to a female audience. The music video moves from a marginalised representation to an empowered narrative thatcelebrates female sexuality. Dominant, mainstream culture is challenged and usingRichard Dyer’s theory - the initial gendered representation suggests that thesestereotypes legitimise the ideology of patriarchy.
As the music video progresses, the representations become more fragmented and suggest that, using David Gauntlett’s theory that “identity is complicated, everyone’s got one’. A number of diverse representations are addressed in my music video that both reinforce and challenge dominant, mainstream culture that ultimately allow audiences to understandpluralistic representations through narrative and creative visual language.
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