Cultural Position

The cultural position of my target audience is young adults, between the ages of 16-24 years who might have a dominant reading and reflect on the artists relationship as they're in the same age group as the artist.


An audience with a different ethnic background would have mixed readings towards the texts, the focus group would probably have a negotiated reading as my audience is active and would decode the text. So they might partly accept the reading of the emotions in the video that are expressed but may feel that large impact on these relationship insecurities are largely exaggerated and the real problems are undermined.


It is largely female audience rather than male that may have a oppositional reading to the text as the artist has been portrayed being needy and highly emotional, which the audience may think is untrue and believe that women have more power as well as independent. 


Audience with a similar ethnic background as the artist would probably relate to the text and feel that it is a realistic reading with a correct portrayal of themselves, they would have a dominant reading and accepting the messages.


An audience whom is poor would have an aberrant reading to the text as they might not understand the large impact on materialistic factors that have been shown to be possessed by the artist like clothes, instrument, etc. They will not be able to relate and reflect on the text as my audience is not passive but active and challenge the messages.

Real Media Conventions: The Music Video

"Sometimes, working within constraints produces the most interesting work" (Branston and Strafford). How have you used real media conventions to produce interesting or effective coursework productions?



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Editing to Create Meaning (iMovie)

Using iMovie I editing my music video and created meaning to add connotations to particular features throughout the music video. I used a fast cut montage effect as a main feature of the video, I made sure that each clip was not held for more than 5 seconds. I used the 'cut tool' to cut sections of long clips to make them shorter, this made it easy to cut off segments that didn't have the meaningful mise en scene. I ensured the mise en scene had meaning and created connotations to match the beat of the music to visuals, for example I changed to a different clip every time the tempo changed to portray the emotions of the artist.

I used the image motif of 'eyes' as a repeated enhanced visual metaphor for showing sombre and deep emotions of the music and artist. I also added a 'film aged effect' to give the music video a slight edge and create attraction for the focus group, this effect gave a connotation of 'the past' in the music video so that the audience could keep track of the storyline.

Through the use of iMovie I was able to change the pace of the pace of the clips, for example with the image motif of 'glitter' I slowed this shot down to make the mise en scene more effective. As the glitter being blown was in reality a quick action this would not have been well captured on the music video, slowing this shot down meant that each sprinkle of glitter falling gave a great effect.

'Jump cut' was used to match the beat of the music, I cut in between a long shot of the artist walking to create a quick motion of this action. This also matched the 'fast cut montage' feature of the music video as the clip was cut to smaller, short segments. This effect changed a boring shot to more interesting and creative, it matched the ideology of the artist. iMovie enabled me to edit my music video effectively and create meaning to make it more apparent to the focus group.

Creativity Essay Plan

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