1A)
Whilst studying A level media studies, I have undertaken and
completed many different projects. First of all during AS I made a music
magazine called TUA VIBE this was based on the rock/pop genre and as a result
aimed at the younger demographic. In addition to this I completed many
different tasks such as: research and planning and production tasks to go along
with my magazine. In contrast at A2 I made a short film called ‘The Big Dream’
this is about the sport genre and is aimed at the younger demographic, I also
completed extra tasks such as a magazine article about my short film and a
poster for my short film. In addition to this I also completed many production
posts, this included: research and planning, shooting and editing and final
production tasks. Doing this enabled me to learn some skills and develop the
ones I already knew, which resulted in better coursework tasks.
Before studying A level media studies I started with a few
basic skills such as: what a magazine should look like, how to create one on a
basic programme and what a sport short film should consist off. However whilst
studying A level media studies these skills were developed and adapted to what
to the level which was required. For example before I started media studies I
had basic skills such as how the codes and conventions of a basic magazine,
however this skill was developed so I was able to create it on more advanced
programmes such as InDesign.
During my time
studying AS media I researched and analysed an existing copy of NME magazine
which featured the musician Liam Gallagher. This enabled me to learn about the
types of fonts, camera shots, colour scheme and the overall codes and
conventions of a professional magazine. The fact the magazine featured the
artist Liam Gallagher was of huge significance to me, as this was who I was
basing my artist on, which allowed me to deconstruct the magazine on a more
personal level because I was able to relate my artist and my magazine straight
to it. For example I could identify the types of mise-en-scene which was used
such as: props, clothing and lighting, which helped me see which mise-en-scene
aspects needed to be followed to create that type of magazine. Furthermore by
deconstructing the NME magazine I was able to identify the types of camera
shots which was used. For example on the front cover of the magazine a high
angled close up shot was used which was significant which helps portray the
idea of how he has power and authority over the readers, it also helps portray
his character and personality in a very clear way. This is a skill I learnt to
do with my magazine because I deconstructed the existing NME magazine and if I
didn’t do this I wouldn’t have learnt to.
Furthermore during AS media studies I also completed other
research and planning tasks. This included drawing sketches of my initial ideas
for my music magazine ‘TUA VIBE’. Doing this allowed me to visualise exactly
what my magazine would look like. This meant using my artistic skills and
drawing the sketches for my magazine such as the main image, I also drew text
such as the magazines planned: masthead, cover lines, sell lines and minor
things such as the price and barcode. This tested my skills because I had to
know all the codes and conventions of a magazine before I was able to draw it.
I also had to try and incorporate things such as mise-en-scene which I learnt
in the research phase of the coursework when I deconstructed real life
magazines.
In addition to this during my A2 studies I developed the
skill which I learnt even further. First of all I researched and deconstructed
an existing professional short film, called soccer motivation (Omer Omer).
Doing this included all the skills I learnt in the previous year when I
deconstructed the copy of NME magazine, however because this was moving image
film the skills had to be developed. For example rather than just analysing the
mise-en-scene in one particular shot like the magazine I had to deconstruct it
throughout the whole short film which was much more challenging. Furthermore
rather than having to identify one particular camera shot I had to identify a
lot more and also the editing techniques and speeds used which was again
developing what I had learnt in the previous year. For example the editing
speed of the short film by Omer Omer was very fast which helped display the
message of the whole film, this is something which made it appeal to the target
audience and is something which I had to deconstruct and tried to incorporate
in my own short film to appeal to my target audience.
Furthermore I also developed the idea of drawing sketches to
help plan my work. For example during AS media studies I drew sketches before I
made my magazine TUA VIBE. During A2 media studies I took this concept and took
it one step further and made storyboards which just like my sketches featured
drawn illustrations of what my final work would look like. However I took the
simple concept and skills which I had learnt the previous year and added more
advanced aspects such as: types of editing which would be needed, types of
camera shots for every scene rather than just one, sounds such as diegetic and
non-diegetic, timings of the scenes and I also had to write a brief synopsis of
what is happening in each scene of my short film ‘The Big Dream’. This is taking some of the basic skills which
I had learnt the previous year and expanding and developing them in later
projects such as the storyboards, which also explains and represents how I have
moved from my earlier work.
In conclusion I learnt many basic skills at AS media studies
during the research and planning tasks which enabled me to make a basic
magazine which followed all the typical codes and conventions. In addition to
this the skills which I learnt during AS was expanded and developed during A2
media studies, as a result this enabled me to become more independent and
successful when it came to completing all my projects to a higher standard, as
I had learnt all the skills which were required to a high standard which
resulting in better final A2 coursework.
1B)
The project which I am going to discuss is my A2 coursework
which is a sport based short film, titled ‘The Big Dream’. It is about how a
young man realises what he wants to become in life and the audience see all the
different challenges which he faces to get to where he wants to be. The final
scene of the short film allows the audience to see him reaching and achieving
his dream as he walks off into the bright lights of fame. The purpose of this
short film was to inspire audiences to go out and reach their dreams no matter
what challenges they face. I have chosen to do this because I feel there have
been many cases in the world of sport were athletes have risen to the top from
the very bottom just by overcoming all the challenges they face and striving
towards their dream. I will analyse the
‘The Big Dream’ through the micro features of: sound, camera, editing and
mise-en-scene.
First of all is the micro feature of camera this is used in
‘The Big Dream’ in a variety of different ways. First of all many extreme close
ups of the actor is used to show the audience the pain which he goes through
and the determination which he has to show to be able to reach the top. This is
significant because the extreme close ups link to Laura Mulvey’s theory however
in the opposite way than expected because the camera shots used are sexualising
the male character and the audience sees and identifies him more from a females
perspective rather than the males perspective like the male gauze suggests. Next
is a montage clip of a great footballer who has already reached the top in
Thierry Henry who is scoring iconic football goals. This is shown through a
mid-shot, this particular scene is significant because it represents and
symbolises Todorov’s theory because it shows to the audience that the
equilibrium is being set, which is what the main character is being portrayed
as wanting to achieve in life. Lastly in
the micro feature of camera a over the shoulder shot is used in the final scene
which is significant because it shows the audience that the character is
walking off into the fame and starlight as he has finally overcome all his
challenges and is reaching his dream. This is also using Todorov’s theory
because this is the new equilibrium being met by the character.
The next micro feature of the short film ‘The Big Dream’
which I am going to analyse is editing. This is very significant to the short
films message as it helps portray the thoughts and pain which the main
character is going through to reach the top to the audience. For example at the
beginning and at the end of the short film slow paced editing is used to
portray the idea that the main character is realising his equilibrium in
Todorov’s theory at the beginning of the short film and achieving it at the end
of the short film. However in the middle section of the short film more fast
paced editing is used to show the audience all the problems he had to come over
to achieve his goal, it also shows them how quickly the dream can be over if
you don’t practice hard enough. This is also significant because it uses
Shatov’s theory because different film genres start to be used and merged
together. For example when the main character is doing basic running he is
going on more of a adventure which portrays the genre of adventure rather than
just the sport genre.
Next is sound throughout the short film ‘The Big Dream’
sound is used, this includes: diegetic, non-diegetic and ambient sound. First
of all the non-diegetic is a soundtrack titled ‘Welcome To The Jungle’ which is
significant as it shows the audience what the actor is feeling when he plays
football, it is also a metaphor as welcome to the jungle could imply that the
jungle is his football pitch, which in his eyes is more of a battlefield than a
football pitch. This again supports Shatov’s theory of being different genres
being combined in a sport short film. Furthermore the diegetic is of speech of
famous sporting quotes mainly about determination and never giving up, which
supports the whole idea of the short film. For example quotes such as: ‘It’s
not about how hard you get it, it’s about how hard you can get hit and keep
moving forward’. This signifies all the hardships which the main character has
to go through to reach the top, which again supports Todorov theory because this
is where he is trying to achieve his goal. thinking.
2)
Postmodernism
rejects the idea that one media text or product is of more value than something
else, postmodernist’s feel judgements aren’t of value it’s purely down to taste
and opinion. Postmodernism started due to the pressure, scrutiny and debate
which modernism had come under.
There are
many differences between modernism and postmodernism, first of all modernism
has very clear boundaries between what modernists feel should be classed as
art, literature and music, whereas in contrast postmodernism feels anything can
be interpreted as art it is merely down to a individuals taste and opinion.
Furthermore
another key difference is postmodernism reflects society’s feelings a lot more
and portrays what is happening in the current social time, whereas modernism
has a huge hierarchy order and is more about everything being in one set way
rather than changing and adapting to what society wants.
My first postmodern example is music
videos they are very postmodern texts for a variety of different reasons. First of
all the use of pastiche is very postmodern because the video may try to parody
something which was iconic, the video could either be mocking it or paying
tribute to it. Another feature which makes music videos very postmodern which
is commonly used is self-references this is where the artist may mention in the
video something which has become famous within the media world. For example in
Lady Gaga’s music video for the song ‘Telephone’ a self-reference of ‘I knew
she didn’t have a dick’ was used to destroy the rumours in the media that Lady
Gaga could quite possibly be a transgender. Next is bricolage this is where
something may be weird and crazy to help create a new image for the artist. For
example Miley Cyrus created the video ‘Wreckin Ball’ to create a new image for
herself and get away from the Hannah Montana stereotype which had already been
created. Furthermore intertextuality is used to help parody or pay
tribute to something which has already happened in the media.
Jean
Baudrillard and his theory of hyperreality also helps create very postmodern
music videos. For example Katy Perry’s ‘California Dream’ is about creating her
perfect world, this is her ideal reality so has used Baudrillard’s idea of
hyperreality to help represent this similar to the film ‘The Matrix.
The music
video which I have chosen to analyse as a postmodern text is Robin Thicke’s
‘Blurred Lines’ this was a very controversial video and song and as a result
many feminists protested againt’s it as they felt it promoted the idea of rape
as a positive thing, this led to the song being banned in many different
countries all over the world and many feminists realising parodies of the song
to highlight the fact that the song promotes rape so much. This explains that
the video is postmodern because it is very outrageous just try cause controversy.
Furthermore
the actual video is very postmodern, first of all it uses the self reference of
a # appearing across the screen reading #THICKE this is the main artists name
however the close up shot of his crotch area also suggests and is implying his
private area is thick and as a result all the women must want it. Next
intertextuality is used because farmers are referenced throughout the video.
This is done through the use of mise-en-scene such as props, costumes and body
positioning. For example one of the male actors (Pharrel Williams) is wearing a
farmers hat whilst one of the female actors in the video is holding a toy lamb
this refers to sex however the farmers metaphor is significant as it implies
how the male actors will look after and tend the females like a farmer would a
lamb.
Pastiche
and good product placement is also significantly used. First of all pastiche is
used to create the feeling of a soft porn video because the lighting and
costumes used imply this greatly in addition to this the product placement of
‘Remy Martin Vodka’ also helps portray the idea of Robin Thicke being compared
to a playboy which has obviously been done by the director Diane Martel.
Lastly
intertextuality is used to portray how females will do anything to get with men,
this is shown by them doing many things such as: exercise, wearing sexual
outfits and wearing massive high heeled shoes to get them taller, just to help
them try and seduce the male actors in the video. This is kind of parodying the
times when females had to do everything for the man and didn’t have equal
rights meaning they served more of a purpose to men than just compassion and
love compared to what would be expected from a normal relationship now. This
also links with Laura Mulvey’s theory of the male gauze because the camera
shots, body positioning and lighting throughout the video suggests that the
female characters are being seduced and will do anything to get with the male
artists in the video.
My next postmodern case study is Family Guy this is a American
animated comedy television programme, written, directed and created by Seth
Mcfarlane. The programme is based around a average family. However they are
also very postmodern families they constantly break the boundaries of what is
expected from them. For example the father named Peter would be expected to
work whilst the mum stays at home with the children. However in Family Guy
neither of the parents really work. The baby called Stewie is also more
intelligent than anyone else in the family and the family pet dog Brian talks,
which breaks all the expected boundaries. The specific episode which I am going
to focus on is ‘The Simpson’s Guy’ which was aired in July 2015 and is a
combination and crossover of the famous postmodern shows The Simpson’s and my
case study Family Guy. Throughout this many different postmodern moments are
used, for example pastiche is used as Homer and Peter parodies a scene out of the
film Evil Knievel. Furthermore they also use many self references about their
own shows and fight between which one is better. For example in the pub scene
set in Moe’s Tavern Homer and Peter argue which beer which is iconic with both their
shows is better, however they establish that it is the same. This is postmodern
because it is showing that anything can be better it’s just your own perception
of it. Furthermore the episode includes many scenes and moments which are
either: racist, sexist or very political. This is very postmodern as it caused
a huge amount of controversy just for the sake of it. The effect of doing this
is that they the characters are mocking very serious things in the world today
and are basically laughing at it.
My next postmodern case study is the film Ted 2 which was
again written, played and directed by Seth Mcfarlane just like Family Guy was. The
film is a sequel to Ted and wasn’t as commercially and critically successful. However
it is very postmodern and uses many different postmodern ideas and
features. First of all the whole film
includes many different jokes and scenes which have already been included in McFarlane’s
previous work Family Guy. This is significant as it supports the modernist views
that no new art is ever new because it is very similar to something else which
has already been released. For example the films plot is about Ted the teddy
bear fighting for his rights to be to classed as a human. This is the same plot
of the Family Guy episode ‘Brian Portrait of a dog’, in this episode Brian has
to fight for his rights to be classed as a human not a pet. Furthermore the
film also uses pastiche to parody a scene out of the film ‘Cowboy Twitty’ which
helps them pays tribute to it. Furthermore it also uses Jean Baudrillard’s idea
of hyperreality because the concept of Ted is the main characters John Bennett’s
ideal world because before Ted he didn’t have any friends however with his
teddy bear which can talk he is able to
share and do the things which he enjoys, which is John’s perfect world. Lastly the
idea that a teddy bear can smoke, do drugs, drink alcohol and cause controversy
the way he does is very postmodern as it breaks all the social boundaries and
levels of what would be expected from a Teddy Bear.
In conclusion all of my specific postmodern case studies are
all controversial and cause problems just for the sake of it. This is a very
postmodern way of thinking however it is a very quick and easy way to be able
to increase viewing figures and increase their popularity and fan base. They all
also support the idea that historically contemporary and future media products
have and will continue to use the idea of postmodernity because no matter what
message, implied meaning or idea behind particular media texts they all and
will always carry the postmodern message in any particular way, they would
probably be unable to get away from it, as postmodernity is all down to the
audiences way of thinking.
