Component 3: Statement of Intent

Here is the statement of intent which includes rough plannings for my music video project. This blogpost is written by me (Audrey) however we all worked together for this. 

 

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𝑺𝒆𝒍𝒇 𝑹𝒆𝒇𝒍𝒆𝒄𝒕𝒊𝒐𝒏:

All four of us worked together on this statement of intent well and we discussed the rough plans of our music video project. I was able to do my part and contribute fairly for the team and we shared our ideas previously in a separate document which made it easier for us to communicate and create an overall planning for our music video concept. This made us understand our target as a team. We were able to complete the statement of intent thoroughly with little mistakes however we still struggled on the flow and other details included on the music video's narrative.

Problem (P) and Solution (S): 

As we are already well aware on the progress of creating and completing this statement of intent, we were able to manage to work together well as a team without any significant or major problems during the completion of this task. 

(S) We had already discussed on the overall idea and narrative of the music video which made it easier for us to list down conventions and representation included in our music video. As always, we compiled our ideas into a single document on Google Docs which we had collected before the final planning should be reviewed. This made it easier for us to determine how to target our audience as we had selected on a certain demographic/psychographic along with the mood and theme revolve in our music video. We hope that everything we had plan goes well and that our music video turns out nicely as we worked hard to collaborate our efforts. 

Component 3: Genre Research

My group and I have decided to create a music video in the genre of Pop. 

Here is my research into the codes and conventions that are used in the music videos of texts from this genre. 

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Here are some texts that I will explore in detail regarding to how it conforms/subverts generic conventions including its representations.

Oceans & Engines, NIKI (2019)

Produced by: 88rising

Distributed by: 88rising

Genre/Sub genre: Pop (Indie Pop)

What conventions does it conform to?

One of the traditional conventions that were used in the music video is the camera movements like tracking and panning to follow the movements of the star (NIKI) when she walks in different settings. This camerawork is used to draw the audiences' attention directly to the star, making them the lead and central focus of the music video. This creates a sense of connection from the star/artist to the audiences themselves. The movements also evokes a sense of fluidity which perfectly creates a seamless transition as the plot goes on within the music video. It further highlights the star's story throughout the music video creating a stronger bond for the audience to follow.

The star (NIKI) was lip-syncing to the song which is an accustomed convention of a music video as the performance aspect is vital to this type of text. The star is able to portray an emotional expression to convey and deliver the true message of the song this is shown by the expressions (body language and facial) which would be a direct mode of address for the audience to feel engaged to the story, creating a sense of empathy from them.

What conventions does it subvert?

Pop music videos are usually short-paced to keep up with the upbeat mood of the song genre. However, along with the unusually mellow beat of this pop song, the music video follows this pacing and extend the duration of clips which prolongs the overall narrative and plotline. The editing between clips were slow-paced and does not conform to the generic conventions of using quick cuts and whip pans to create a dynamic and energetic atmosphere. This may be a concern when attracting younger audience as their attention span may not be suitable for longer duration music videos and may not keep them engaged. 

However, the uniqueness of a narrative-focused music video provides an anti-mainstream way to convey deep meanings and messages conveyed in the song. According to Steve Neale's Genre Theory, a a media text should be similar enough to be identified by the audience through generic conventions within the genre making it recognisable although it must be differentiated and innovative to remain interesting for the audience to be kept engaged. This theory may be support the usage of slow-paced clips as the narrative and plotline of the story may be interesting enough to draw the audiences' attention which opposes how generic pop music videos target their younger audience.

What representations are there? (people/places/events)

This music video discusses the 'post-breakup' emotional journey of the star (NIKI). This event is showcased by the progressing of the relationship between the star and her past lover and how she dealt with and moved on from the 'break-up'. This may evoke a sense relation from the audience as these events are most likely to be experienced in real life creating an accurate representation of real-life events (break-ups).

NIKI (the star) is an Indonesian Pop Artist which makes sense if her music video includes Asian casts that are dominantly portrayed. This representation of the Asian ethnic group subverts the generic expectation/convention of an ideal Western (music) media text as Asians are less likely to be the lead.

What technical elements are used to give meaning to the representations?

    🎦 Camera

           - The use of long shots to connote the isolation of the star as she faces an emotional conflict in the narrative. It creates separation from the star in the present and the past relationship/experience which was the central theme conveyed in the storyline. This was a way to represent a 'real' relationship conflicts that is relatable and applicable in the world creating a direct bond to the audience.

    🎦 Mise-en-scene

           - The conflict and complexity of moving on from a past-lover/break-up was one of the events (relationship) being presented as the central theme of this music video (narrative). Warm palette brilliance and color grading were used during scenes of the star and her previous lover which was portrayed to 'reminiscing' the bittersweet past experiences they shared together. This creates a sense of longing of that 'warm' and 'comfortable' feeling with the past lover. However, as the narrative progressed, the palette changed to be in a cooler tone (shades of blue) which may be a connotation of sadness and depression, but it can also be a symbol of coolness and detachment which can be derived from scenes of the star by herself representing an emotional distance in the narrative. When the star is with her friends, the palette returned to warm shades and colors which connotes the contentment arose and optimism as she may have moved on from her past relationship into a new one or finding happiness with her friends.

    🎦 Sound

           - Diegetic sounds such as dialogues and background noises where used to emphasize realism connotated in between scenes of the star and her previous lover. This was used to further create an emotional and sympathetic feeling from the relationship represented which makes a stronger connection from audience that keeps them engaged.

    🎦 Edit

           - Slow-paced cuts were used for transition between clips. This element slows down the narrative and matches with the mellow tempo and beat of the song. The audience exposure to the clips are prolonged which makes them grasp in the plotline and themes conveyed in the narrative. The slow-pacing also creates fluidity of transition between the post and pre breakup situation and showcase the love descending on the long run.

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bad idea right?, Olivia Rodrigo (2023)

Produced by: Petra Collins

Distributed by: Geffen Records and Interscope Records

Genre/Sub genre: Pop (Indie Pop, Pop Rock)

What conventions does it conform to?

- Bright, vibrant color grading --> eyecatching, bold colors to match upbeat energy of the music

-  --> reflect pop culture --> appeal o younger audience

- Lip syncing by the use of close up shots --> emotion of artist, creates a connection with the audience

- dynamic camera movement (trackings and pannings), fast paced

There are several conventions of a pop music video that is used by the artist such as the bright contrast lighting and vibrant coloring used throughout the video. Pop music videos use this color grading technique in order for the visuals to be eye-catching by using the bold colors to match the upbeat mood and energetic atmosphere of the music. This is an accustomed mise-en-scene that is widely used by pop artist to target younger audience which can be proven by the reflection of pop culture being the central theme throughout the music video. 

Another generic convention would be the use of lip syncs and performance from the artist or the star (Olivia Rodrigo) to convey the narrative and emotional tone of the song. The artist (Olivia Rodrigo) was shown lip syncing in a highly expressive manner (body language and facial expressions) that matches the emotions conveyed by the lyric of the song. The artist also used a direct mode of address as she looks into the camera while lip syncing (breaking the fourth wall) to create a connection between the audience and the artist herself. 

Lastly, the use of dynamic, fast-paced camera movements such as quick cuts and whip pans were used to keep up with the tempo of the music which is considered upbeat and hyped. These movements matches the 

What conventions does it subvert?

- Costumes: casual and relatable outfits (everyday wear) instead of glamorous or high-fashion outfit --> appeal to younger audience (relatable)

What representations are there? (people/places/events)

young audience group (teenagers)

females

What technical elements are used to give meaning to the representations?

- setting and atmosphere --> not staged, create a sense of disorder/messy --> authenticity and realism, relate to teenage stuff, carefree impulsive nature of youths, decisions made without much forethought as the message conveyed in the song

    🎦 Camera

           - Handheld camera and jittery shots were used to give the music video a spontaneous feeling emphasizing the realism, authentication, and the feeling that the audience are part of the action. In this case, the raw-like footage reflects the chaotic and impulsivity of the emotions in the narrative as reflected from the lyrics. The song has a storyline revolving the events of a teenage girl facing internal conflicts, grappling with her emotions about an ex and ended up creating an impulsive decision, which would be a universal experience that most teenage girls may have experience. It creates a connection to teenagers as it may be relatable for them, especially with the use of handheld camera which connotes realism may have strengthen the bond between the audience and the star. Regardless, the mixed and conflicted feeling and mood of the song is symbolized through the sense of chaos from the shaky camera movement.

    🎦 Mise-en-scene

           - The setting and atmosphere of the music video was not staged 

- female

- young audience

What would you like to use in your opening from this?

- vintage camera

- teen things --> target them (parties)

- lipsync (action at the back // blocking)

- pans, close up, zoom, speed, pacing

- voice-over and breaks in the song real life setting

- simple music video with real life settings

- real life setting bisa kek connect w audience teens relate

What would you like to avoid in your opening from this?

- last scene with the effects

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Here are some texts that I will look at a little more broadly to see how they appeal to audiences and how they can inspire me. 

SMALL RESEARCH

#1 La La Lost You, NIKI (2019)

Target audience, and how are they appealed to?

What would you like to use in your music video from this?

I really like the flashback scenes where the star (NIKI) was present alongside with the secondary character (the ex) within the setting, although at the end it turns out to only be a reminiscent of a memory and revealing that she was alone. This is an excellent way to showcase the juxtaposition of the situations (pre and post breakup) within the narrative. 

Another interesting way for the artist to perform the song in the music video is by acting as a fourth wall character where the star (NIKI) was present in the setting in the narrative but was invisible throughout and was lip syncing the song. 

Moreover, the use of warm color grading, brilliance, and lighting really made the atmosphere more 'cozy' and 'homey' which could create a relatable feeling for the audience. This is an excellent way to create a connection from the artist directly to the audience.

At the end, there were many scenes using hand-held and shaky camera movement of the star with her friends having fun. Additionally, there were scenes of the star with another lover which really sets up an ending for the narrative to create a separation from the previous conflict (breakup with past lover) which is really an interesting way to keep the audience hooked with the use of plotline and story of a breakup to detachment from a past lover being conveyed as central theme to the music video and the song itself.

What would you like to avoid in your music video from this?

I think that it may be a little too slow-paced for some audience as media develops over year may cause audience's attention span to reduce. The music video focuses more on the deep connection between the relationship which is contradicting to what I want my music video to be (dynamic) and may not keep the audience engaged enough.

#2 HOT TO GO!, Chappell Roan (2023)

Target audience, and how are they appealed to?

The star, herself, is a female which automatically attracts more female audiences. In addition, this can be proven by the vibrant and colorful outfit and bold makeup which really appeals to the younger audience as reference to modern 'pop culture'. Moreover, this lively and energetic presentation of the star may appeal to young women who appreciates self-expression which acts as an inspiration for their Personal Identity (Blumler and Katz' Uses and Gratification Theory).

Although, there were scenes of people from a vast range of age (from kids to elderlies) doing the choreography which implies that this song may be enjoyed by many age groups. 

What would you like to use in your opening from this?

I'm inspired by the use of (a simple yet catchy) choreography for this song that was performed by the artist (Chappell Roan)) in the music video alongside a few people. It is a great way to invite the audiences' engagement as the 'cheerleader-type' energetic movement creates a fun and carefree atmosphere. The artist being in the middle of the frame in every scene really draws in the focused attention to her which really highlights the star. The outfit and makeup worn really distinguished the star from others as she uses very vibrant colors which really 'pops' in the audiences' eyes and keeps them entertained. 

I enjoyed the dynamic and fast-paced of the music video by using quick cuts. This really helps keeping the audience engaged as younger audiences (target audience) usually has shorter span of attention which is really an effective way to target them.

What would you like to avoid in your opening from this?

The music video, overall, is really simple and was almost entirely performance-based. This is something I want to avoid as I want to include (at least) a narrative/plotline for my music video to attract the audience attention. 

I found the setting to be quite random and can't find the connection of the star's visual appeal and the location. Although, it juxtaposes each other and really makes the star pops out, I personally don't find it relating to the song's lyrics and meaning conveyed.

#3 Espresso, Sabrina Carpenter (2023)

Target audience, and how are they appealed to?

The music video was heavily inspired by the 80s culture from the mise-en-scene that used from the star's (Sabrina Carpenter) visual appeal. Her hairdo, makeup, and outfit were 80s-inspired which evoked a nostalgic feeling that may appeal to viewers who are interested in retro fashion trends or even older audience who grew up in the 80s.

Moreover, it would be most suitable for females to be the targeted audience as the star is also a female. Audiences who are already an existing fan of Sabrina Carpenter

What would you like to use in your opening from this?

Vintage effect and color grading (bnw to colorful)

picture jeg jeg jeg

vintage movie typees 80s --> hair makeup and outfit MES

What would you like to avoid in your opening from this?

Driving while lipsync, high budget

#4 we can't be friends (wait for your love)

Target audience, and how are they appealed to?

- woman (artist)

What would you like to use in your opening from this?

- lipsyncs throughout

What would you like to avoid in your opening from this?

#5 Every Summertime

Target audience, and how are they appealed to?

- young audience

What would you like to use in your opening from this?

- simplicity, one setting, really appealing visually

- lipsync

What would you like to avoid in your opening from this?

#6 Ditto (side A)

Target audience, and how are they appealed to?

The music video gives off 2000s vibes from the use of the color grading of (digital) camera which was popularly used during that era as it may not be accustomed during this modern era of new technology (clear quality). However, it is a recurring trend to bring up aspects and conventions from the past to evoke that nostalgic feelings that nowadays audience enjoy. This means that the music video may attract both young audience (teenagers from 16 years and above, below 25 years) who enjoys the 'nostalgic' feeling they never had experience, or even older audience who had experience their teenage life in the 2000s.

Moreover, the stars were shown with school uniforms which clearly determines that the audience would most likely be in school (students) as it may be more relatable for them. The stars were also females which means that the target audience would predominantly be females.

What would you like to use in your opening from this?

I really enjoyed the use of raw footages and montages of old, vintage, digital camera clips of the stars (New Jeans). This connotes nostalgia and evoke the feeling of comfort and 'homey' atmosphere which brings up the 'reminiscing' theme of the song. The constant color grading was used to further prove that meaning. It also includes diegetic sounds in the beginning of the text such as background noises (environment and audible dialogues) which connotes realism creating a stronger emotional connection between audience and the stars. 

I was inspired by the unique narrative showcased in the music video which follows a girl recording her classmates dancing and having fun in their school years only for it to be revealed (at the end) that she was just imagining it and that her 'friends' wasn't real. This is a creative way to subvert the expectation of the audience as the song is happy and upbeat along with friendship being a part of the main themes conveyed in the beginning of the music video, causing viewers to be completely thrown off guard by the juxtaposition and hooked to the music video. 

What would you like to avoid in your opening from this?

Since this is a Korean-Pop music, I want to avoid the typical conventions of the K-pop genre which would be the choreography for the whole song as my target audience wouldn't be Koreans. The performance from this music video was largely based off of dancing and lip syncing but it would be too much of a hassle to create a choreography and it wouldn't be appropriate if I were to target another demographic.

#7 good 4 u

Target audience, and how are they appealed to?

- teens

What would you like to use in your opening from this?

- vintage camera effect, color grading

What would you like to avoid in your opening from this?

the last scene with fire, high budget but manageable// inspired by the camera effects

#8 High School in Jakarta

Target audience, and how are they appealed to?

- teens

What would you like to use in your opening from this?

- the narrative, high school romance

- 

What would you like to avoid in your opening from this?

#9 Mantra

Target audience, and how are they appealed to?

It would most likely be suitable for teenagers to young adults who are the targeted audience of this music video. Young audience may seek inspiration from confident and iconic figures like Jennie (the star) who represents self-expression and empowerment through her bold personality and figure, this proves the Uses and Gratification Theory (Blumler and Katz) of Personal Identity.

Moreover, audiences who are interested in fashion and luxurious lifestyle may be attracted to this music video as the style (outfit and makeup) of the star may appeal to them and those who enjoy pop culture.

Lastly, female audience would be the dominant audience as the music video revolves around a female artist. Empowerment is the central theme of the song which was showcased with women dancers in the background which really supports woman's empowerment which was presented throughout the video.

What would you like to use in your opening from this?

At the beginning of the  music video, there is a reference to a famous movie 'Rush Hour' which was popularly known by the Asian lead (Jackie Chan) which makes it more appealing to Asian audience. This is a great way to attract audience as the narrative includes Reference Code (Barthes Narrative Theory). As my target audience (plan) would most likely to be Asian, I am inspired by the music video's attempt to target them by, not only an Asian star but, Asian dancers/actors/actresses. And I really want to include popular 'pop culture' references to attract viewers.

For the mise-en-scene, I am inspired by the vibrant and bold colors used for the clothing and setting which appeals visually for the younger audience. This really conforms to the upbeat and 'pop' music conventions of the genre. 

What would you like to avoid in your opening from this?

Although I enjoyed this music video, I wouldn't replicate much from this music video as it is very high-budgeted as seen from the staged-setting, makeup and outfits, and the props. This music video is intended for audience with the psychographics of luxurious-based lifestyle which is not the planned target audience for my music video. As we do not have the budget for high-end fashions and we want to target younger audience who may feel relatable for our music video by using casual, every-day clothes. The use of cars is also used to showcase the elite and glamorous lifestyle of the star which may be intended to target audiences from the upper socio-economic class which is not the target audience that me and my group would like to target.

Next, is to avoid the typical conventions of a K-pop music video with the dance and choreography for the performance as I don't think I'm going to target audience with that demographic (Korean). Choreography is a great way to keep the audience engaged and hooked as it appeals to them, although it may be a hassle for my group to create a whole choreography for our music video. We may incorporate choreography but would like to keep it minimal while still being catchy.

#10 thank u, next

Target audience, and how are they appealed to?

- teens, woman

What would you like to use in your opening from this?

- pop culture reference (mean girls, 13 going on 30, legally blonde

What would you like to avoid in your opening from this?

high budgeted

#11 Apt.

Target audience, and how are they appealed to?

- 

What would you like to use in your opening from this?

- visual effects

What would you like to avoid in your opening from this?

performance-based ?

#12 Rich Baby Daddy

Target audience, and how are they appealed to?

- 

What would you like to use in your opening from this?

- vintage camera effect, montages, random cam movement

What would you like to avoid in your opening from this?

lack of lipsync

#13 Beauty and a Beat

Target audience, and how are they appealed to?

- teen

What would you like to use in your opening from this?

- vintage camera effect, montages, random cam movement, vlog while lipsyncing

What would you like to avoid in your opening from this?

setting

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Here is some additional research that helped me with ideas.

Component 3: Industry Research

This is my research on media industries that produces music videos (music video production company).

Production Company: O Positive Films

Description: A renowned production company founded by Ralph Laucella in 2007. The company specialises in comedic storytelling and has produced many advertisements for large brands such as HBO, American Express, and more. Their music video production is known to have an innovative approach and has produced many high-profile music videos.

Genre: Pop

Other content they produce:

- 'Take Me to Church' by Hozier
- 'Elastic Heart' by Sia
- 'Love It If We Made It' by The 1975
- 'Shake It Out' by Florence + The Machine

Typical audience (Demographics and Psychographics):

- Teenagers to young adults, Gen Z to Millennials (16 to 28 years old).

- Audiences who are interested in the Pop genre (may include the hybrid genre of Indie-Pop and Alternatives).

- Viewers who recognises pop culture references in the modern era.

- Fans who seeks 'nostalgia' which may be younger audience who romanticizes retro/oldie-inspired media text or even older audience who experienced the old eras of media themselves.

Company size and age:

- Around 47 employees (mid-sized production company)
- Founded in 2007 which makes the company over 17 years

Most successful product:

Olivia Rodrigo's 'good 4 u' which was acclaimed positively from its innovative and unique narrative and highly energetic visuals and atmosphere portrayed. The music video earned a large amount of view which became viral to young audience from the 'teenage angst' theme conveyed throughout the music video and the song in 2021.

Resource:

- https://opositivefilms.com/about
- https://pitchbook.com/profiles/company/449107-30#faqs

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𝑺𝒆𝒍𝒇 𝑹𝒆𝒇𝒍𝒆𝒄𝒕𝒊𝒐𝒏:

It was very unfamiliar to research on the company/industry of media texts such as music videos in this case. I find it hard to find the credits of the music video producer and its industry in songs (P). Luckily, I found one but the lists of songs that the music video industry had created a music video wasn't really on the same genre and I couldn't really find a similarity between the music videos. Although, I was fascinated by this information and it really helps me by giving insights to how a company targets a specific demographic which may help me for my project. Overall, this research was okay but I left it completely unattended as I wasn't sure and 100% aware on what to include and research about.

Component 3: Preliminary Research

This is the preliminary research on different genres. This blogpost is written by me (Audrey).

At the start of the project, I wanted to research a variety of genres for the music video project. This helped me to decide which genre I should pick for my project. 

 

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𝑺𝒆𝒍𝒇 𝑹𝒆𝒇𝒍𝒆𝒄𝒕𝒊𝒐𝒏:

Conducting this preliminary research was very beneficial for me because it gave me some prior knowledge regarding conventions and codes of music videos in general. 

It allows me to understand music videos in a broad way as I analysed different conventions of different genres. This gave me a brief knowledge to figure out which genre I want to pick for our song choice in Component 3. I'm not excited for future researches as this was just introductory and it means that we're gonna conduct more research with more analysis.

Component 3: Weekly Progress & Plan

Here is a report of my weekly progress for my music video project, it also includes a rough planning of the timeline for the project. This blogpost is written by me (Audrey).

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SEMESTER 1

Week	Start Date		Task		Blogpost Title	Content	Deadline
W1	30 September	Pre Production	Research	1	Brief
				2	Team
				3	Weekly Progress
				4	Preliminary Research	Broad genre research	W3
W2	7 October		Research	5	Research: Industry	Who makes music videos?	W3
W3	14 October		Research	6	Research: Genre	Codes and Conventions of your genre	W4
W4	21 October		Plan	7	Statement of Intent	Your initial proposal	W5
				8	Theory of Stardom: Richard Dyer	A summary of the class, plus your example	W7
W5	28 October		Plan	9	Moodboard	Your visual style	W7
				10	Lyric Sheet	Breakdown your song into scenes	W7
				11	Storyboard	Shot by shot plan	W7
W6	4 November		Plan	12	Song Research	Background of your song	W7
				13	Screen Test	star auditions	W7
				14	Classwork	How to: Camera, MeS, Sound, Edit	W7
W7	11 November		Plan	15	Location scout & Risk Assessment		W7
				16	Filming Schedule	Film over the break?	W7
							W7

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KEY NOTES

(P): Problem

(S): Solution

Purple text: Reflection

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Week 1

During my first week of Media class, our Media Studies teacher, Mr Nick, had introduced us to our project for Component 3. We were introduced to the brief of our music video project for Component 3 and we did a research on music video genres before hopping to a specific genre of our choice as a whole class. We did the preliminary research on music videos and its conventions and targeted audience based on their genres and afterwards we continued to start on research on other aspects of a music video such as the conventions, industry, audience, and others. This was really beneficial for our group as we are able to gain more information and knowledge in order to create a good music video. We also discussed and created a group for the project.

I was excited to create a music video when we were informed and introduced to our brief. Reflecting from my previous project, it was really a stressful and time-consuming train of events, which really concern me. This acts as a precaution for me to manage the whole project; the planning, timeline, and due date. I'm eager to start this music video project with my team as me and my friends (Rara, Kalista, Chelsea) decided to work together again. 

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Week 2

What we did throughout the week:
- Finalize our genre choice for music video

- Started planning out music video ideas as a group, created a document/file, and compiled them

- Continued to research specifically on the genre of our choice

We chose the indie-pop genre, however we haven't decide if we should go for it and if our decision is final or not during the first lesson. (P) A difficulty for us during this week would be that the genre choice is very niche and we aren't able to distinguish between a pure pop song, a pure indie song, and a indie-pop song. We conducted a mini research on the genre of pop, indie, and pop-indie initially to broaden our knowledge however when we were trying to find songs in that genre, many sources gave us a different genre claim of each song which confuses us when we're trying to differentiate the genres and select songs accordingly. The indie genre is a bit confusing and we weren't able to grasp the conventions as it didn't clicked with us. (S) After lots of discussions and research, as a group, we all collectively decided on the pop genre. We settled with this decision as this genre was most recognisable and broad which gives us many song choices as many songs are categorised in this genre. And, ofcourse, our strategy to convey each of our opinions and ideas, we created a Google Docs document to collab and compile them all. As a group, we are able to view every member's idea and come up with a rough plan and outline on what to include for our music video. Other than that, we started our genre research including generic conventions and features of a pop music video to understand how the music producers convey intended meanings through their choice of technical elements. And how the elements were recognisable in that genre/category by the audience.

This week was the start of a very hectic process due to the research. I didn't like conducting the research due to many writing. I disliked writing so much although it was important to analyse each detail before creating a music video of our own. We must conduct it clearly and precisely to get the ultimate knowledge. I must conduct this research thoroughly so my group can benefit from it. I need to set up a deadline to finish my research to not affect other tasks as research is really time-consuming.

Week 3

What we did throughout the week:

- Continue research (genre)

We have been focusing on our research on our genre. Throughout the whole week, we all had continued to conduct our research about the conventions of pop music videos. During the research, I can watch music videos from famous popstars/artists and select which element that I like and dislike to be included in our ow music video. (P) I was really busy this week (the other members) are really busy too, this prevented us to finish the research. We needed more time to finish this. (S) Our Media Studies teacher had set up a deadline for us to finish our research. This gave us a drive to complete our research as fast as possible.

I really disliked this research because it's so time consuming and I have other school assignments to do and other activities to do. I need to set my priorities straight and finish everything faster. I also need to reduce my laziness.

Week 4

What we did throughout the week:

- Created our Statement of intent

- Dividing tasks and responsibilities

- Started planning our music video

- Continued my research

- Creating a target audience for our project

- Introduced to Theory of Stardom to create a persona for our star

This week, we are supposed to finish our genre research as tasked by our Media Studies teacher. I had conducted enough research for submission of this task to my teacher but I, personally, don't think it was enough for my whole project. (P) I'm not done with my entire research which was a problem for me because I have other responsibilities to do. (S) I decided to continue the missing researches when I have time and decided to priorites the statement of intent completion. We're tasked by our teacher to create a statement of intent including the audience, readings, song choices, and overall final planning for our music video project. This week, we're also introduced to the Theory of Stardom which was advantageous. 

Week 5

What we did throughout the week:

- Start planning out scenes, storyboard

- Brainstorming ideas through mood boards

- Lyric sheet

We began to work on our visions of the music video, compiling as many ideas as we can as a group to create the same vision for the music video. Luckily, we all had the same intentions which allowed easier brainstorming.

Week 6

What we did throughout the week:

- Continued our project's progress

- Lyric sheet

- Finish other blogpost

I'm so stressed out on completing the unfinished blog posts and tasks as our time is limited. 

Week 7

This week was the deadline for the pre-production which means the blogpost that we had conducted must be finished.

Semester 2 

Week	Start Date		Task		Blogpost Title	Content	Deadline
W8	6 January	Production	Shoot		Mini-project: Lip Sync and Editing	How to edit	W10
					Behind-the-scenes	Images from your filming (all members)	W11
W9	13 January		Shoot		Social Media: Research & Development	The creative process for your stars	W15
						social media page
W10	20 January		Shoot		Digipak: Research & Development	The creative process for your Digipak	W15
W11	27 January	Production	Edit		Editing	Your editing process, including	W16
						screenshots
W12	3 February		Edit
W13	10 February		Self Reflection		Self Reflection	(1000-1500 words)	W16
W14	17 February		Self Reflection		Audience Feedback	Feedback from your target audience	W15
						which you will use to make improvements
W15	24 February		Self Reflection
W16	2 March		Finalise
W17	8 March		Finalise		Final Promotional Package
					Final Self Reflection

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Week 1

What we did:

- Mini music video project (testing out hiw to shoot and edit)

—> identified what was good and what was bad to include on our own music video

Week 2 - Semester 2

This week, we had learned to edit multicamera shots. We, as a class, recorded a simple action through multiple angles and compile it all together to make a practice video. This was really helpful as it improves my technical skills.

Week 3 - Semester 2

This week, we continued to shoot scenes.... Supposed to finish shooting all scenes by friday, couldn't because last week our star was away, need to postpone shooting and continue over this weekend, overdue task... created a persona for our artist and brand identity, finish setting up and planning her whole personal, struggled to find her name... started digipak research and development with Rara, analysed 6 albums, need to finish the research this week, start collecting ideas for development... Kalista and Chelsea started social media research... 

Week 4 - semester 2 

We continued our shootings during the holidays which gave us an advantage as we are able to create a quicker progress. 

Week 5 - semester 2

Our teacher had assigned us to create a feedback form to gather responses from our target audience in regards to our digipak design, music video (preview), and our social media page. All of the products were unfinished so we showed our drafts. This helped us to analyse what the audience wants for our product to conform to their interest for our project to reach the target audience.

Week 6 - semester 2 

We finished our audience feedback and had started on developing ideas and the final product of our digipak and social media page. We had online classes as school was closed due to windy weather, this inhibited us to meet up with each other to discuss and continue our project together. We also started to create a rough planning for our critical reflection by making structures of paragraphs.

Week 7 - semester 2 

We continued our unfinished tasks as we are given a due date for our whole project submission on the 13th of March at 12.30PM. Me and rara continued our digipak research and had started on developing the final product. However, we still needed to conduct a photoshoot with our star for the cover.

Week 8 - semester 2

We had little time in class to continue our project. Me and Rara used this time to continue our digipak research while Kalista and Chelsea continued their social media research. 

Week 9 - semester 2

During this week, we adjusted our schedule to finish all of our project by the end of the week. By the weekend, we should have our final project (music video and digipak) so we can focus on our personal critical reflection. We created a separate deadline for each blogpost collectively as a group. We did this so that we can allocate our time to finish blogs that are written together, projects that needs collaboration, and individual blogposts so we can focus on our final project. Our responsibilities as a group had been spread so we have tasks individually. We need to finish all blog posts by this Friday, although this was just a deadline set by ourselves. I spent more time on individual blogposts so I could focus on developments of our project. We conducted a photoshoot with our star this Friday for social media content and digipak. 

Week 10 - Semester 2

The group focused on unfinished blogposts and our main project as it was the due date for everything. We were in a rush because we didn't realise how little time we have left. We were unable to put 100% focus on our project due to exams and other school tasks. This was the deadline week so we need to complete everything fast. It was a very stressful and hectic week.