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Poppy, Charon, Mustafa and Nick

 Their music video was based on the song ‘Howl’ by Florence and the
machine. This is an indie pop/ rock genre of music.
I felt that their intended audience were female teenagers aged (16-24).
This was effectively due to the young female protagonist, as the
audience would be able to relate to her more than an older aged group
of males.
 Following Andrew Goodwins narrative structure analysis ,their music
video uses disjuncture as there is little connection between the lyrics
and video, but amplification of the word ‘Howl’ is incorporated
throughout the music video. This I felt was significant and made their
piece stronger. The idea of her running in the forest implies that she is
being chased by this ‘Wolf’ that is howling. She is also shot in front of a
green screen with the image of the wolf behind her. I didn’t like this
shot in particular and felt that it was a weakness. This is because of the
way the shot had been framed leaving too much space above her head.

Representation
 Laura Mulvey brought up the issue of the way in which
women are represented in the media. Women are
passive while men are active. There are no gender
inequality’s presented in this student video. The
female is represented as powerful, for the reason of her
performance being so strong. I also felt that she came
across as vulnerable. Since she is running from a wolf
and shot in high angle perspectives.

Lighting was used to
create elusions and they
thought about their
locations well. The forest
the protagonist was
running in linked in with
the title ‘Howl’. Her
makeup stood out which
was effective.

Jem, Zakariya, Courtney, Fuzaii

 This music video was given a mid-level 4 marking, but I
didn’t like it and felt that it should have been given a level 3
marking. The song was based on an indie rock genre. The
intended audience of this music video would be young
males and females possibly, because of the characters in
the music video.
 According to Goodwins theory I felt that this video applied
to amplification as there were parts where the footage
added to the layers of meaning, i.e. when the girl was shot
smiling at the lead band member corresponding to the
lyric. I also felt that it applied to disjuncture this was due to
the fact that the two male characters playing the guitar on
the roof in certain locations had nothing to do with the
lyrical denotation.

They
incorporated
props and
thought about
costume well.

The pyjamas were a
lazy idea and wasn’t
exciting to watch.
They could have had
a variety of camera
angles and
movement.

Jessica, Erika, Valeza

 This was one of my favourite out of the student videos. It
was different to what the other groups did and was of a
dubstep music genre. The intended audience I felt was
young adults 24+ and young teenagers. The narrative
structure of the video was disjuncture and amplification of
some of the words in the lyrics.
 The representation of the female protagonist was a heart
broken female, but it moved away from the male gaze
projecting it’s fantasies onto the female figure which is
what mulvey’s theory talks about. One reason for this is
that there was no male character involved only the female
singer.

Camera work
 They used black and white filter effect which was very
different. It enhanced the image of the shadow of her
singing which I felt was a good camera shot. They used
cutaways to add to the overall feeling . The music video
was cut intime to the beat of the song.
 I liked the fact that they had a motif of the ‘ bird and
the wings’, the raindrops. There were also vibrations
which I felt was very experimental. The camera was
moving which was important to Carol Vernallis ‘
Aesthetics and Cultural Context of music video’s
theory.

This video used shadows and used
special effects and desaturated
colours during editing which was I felt
was different and brought the music
video to life.

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Student videos analysis powerpoint

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