ANDREW GOODWIN - MUSIC VIDEO ANALYSIS

50 Cent - Candy Shop



1)
'Loop' of music between the verses
verse - focus on the girls
chorus - focus on the male
male gaze - see the women through his eyes

2)
narrative- a dream
slow motion, long slow shots
how he see's the 'candy'
imagine what it would be like to be at the 'candy shop'
how the male wants to be seen as, what he wants to be like

3)
stars image - trainers, flash cars, fur coat, bling, mansion, sportswear

powerful, independent
walks into house on his own, can walk wherever he wants to

girls all over him, he can do what he wants with them
big jacket - 1970s pimps? powerful, important, rich

tank top, still real? still who he was at the beginning, humble beginning

4)
mise en scene, male fantasy - massive house with big gates, expensive car, revving the engine, fog

pace - slow motion shots of the women, cuts to lots of different women
mise en scene changes at the end, emphasises the dream
clothing, jewellery, cars, house is typical of the hip hop/rap genre

5)
amplify - singing about 'the candy shop', but we do not see an actual candy shop
not disjunctive
literal in some place - some words and pictures match - 'love doctor', bubblegum

ANDREW GOODWIN'S THEORETICAL FRAMEWORK

'A video clip that responds to the audio.'


Relationship of visuals to audio:


 Illustrate

• set of images that illustrate the words of the song

Amplify

• another layer of meaning added to the song (very common)

Disjuncture

• meaning of the song is ignored, the visuals follow another story

Andrew Goodwin says to analyse five aspects of music videos:

• synaesthesia
• narratives
• star image
• relation of visuals to the song
• technical aspects

POST-PRODUCTION: VIDEO TECHNOLOGY

During editing, there was a problem with the sound, where it kept going on and off. This made trying to line up the audio and clips really difficult. The only way to fix this problem was to save the timeline, and restart the program; however this took up a lot of time.

The most useful tool was obviously the razor tool, as it is the tool used most often during editing. With this task, I changed the size of the timeline often, whereas I never really did this before. I found really useful when only moving the clips around very slightly.

I also found naming the clips before importing them extremely useful, as I didn’t get confused with which clip I was trying to use, or if I had already used the clip.

PRODUCTION

During this task, the only thing that really went wrong, was that we couldn’t find the audio track, therefore we wasting time looking for it then getting it copied onto a memory stick, available to use. When filming my music video, I will make sure that I have everything ready to use before setting up, so no time is wasted. The rest of the filming went really smoothly, because we had the storyboard with us all the time so that we could get the shots easy, and we had a good shooting schedule so we all knew which shot we were filming.

Production: Digital Technology

I already knew how to use the cameras properly, how to use use the editing software, how to upload videos onto youtube and how to then embed them into my blog from last year, however I had to remind myself how to use them correctly. Luckily, this was done during task 1, so I was able to get straight on with filming and editing the video for task 2.

During this production task, I learnt how it is best to film certain shots all in one go, even if they are not in the order they will be edited in. for example, it would be wasting time if we were to film one shot inside, then another  outside and a last shot inside. We would be spending too long having to pack away, move then set up the equipment and would not have enough time to film.

during second year, I would like to be more confident with using the camera, as sometimes I'm worried that I might not get the camera in the correct position to take the shot properly.

RESEARCH AND PLANNING EVALUATION

The most useful of these tasks were the shooting schedule and the storyboard. The storyboard meant that we knew exactly what shot we had to take: the angle, who was in the shot, how long the shot was etc, and the shooting schedule meant that we were organised and knew when we had to bring certain props and costumes in.

I think we should have thought some more about the costumes, as we didn't really have matching costumes. If this was a larger scale music video, we could have had matching uniforms to make it look more like a school. Also, our risk assessment could have been more thorough, as it wasn't very detailed.

During the A2 year, for the music video, I expect to be doing much larger risk assessments, a storyboard, a shooting script, a schedule, costumes, set, rehearsal schedule location research, music research and audience profiles.

RESEARCH AND PLANNING - BUSTED VIDEO

The first stage of remaking the Busted video was research and planning. We started this by watching the video through several times.
We then split into groups and completed each research and planning tasks:
Props, Costumes and Health and Safety:

Seating Plan:

 Shooting Script and Schedule:

 Shot List: