2).How did you use new media technologies in the construction and research, planning and evaluation stages?

A vast variety of new technologies, were used within the construction, research, planning and evaluation stages of my production. I used new technologies in a variety of ways to create different effects. In the initial research stages, I used websites, which enabled me to understand the genre and its conventions and concepts, I did this by looking at the websites of artists who had a similar style of music to the artist I had chosen, therefore allowing me to state which genre my piece of music was. I also used youtube, in order to find music videos by artists who comply with the same genre, as the music that I chose. By, finding videos by artists of the same or a similar genre, it allowed me to understand the codes and convent ions that were used, as well as looking at music videos I also looks at films, that were within this genre, and used youtube to look at them and upload them on to my blog, so I have a record of research. I used these devices, youtube and other websites, during the target audience research section, as they enabled me to understand who the people are behind the genre, and understand the stereotypical lifestyle, of the audience of this genre. I used various websites, to find album covers from the artists that I had used within my earlier research of music videos, I also used music magazines such as, NME and Q, to find advertisements for the release of albums. I used my blog, blogger.com, to display all of the research that I carried out. One of the main conventions of my music video was the, split screen, I researched other films, music videos and short videos/advertisements, which used this convention, to see and understand how they used it to tell the narrative of the video. I started my research of split screens by finding the definition, on wikipedia, which lead to me reading a list of some of the most famous videos that have used split screen, leading to me watching, cibo matto`s music video, sugar water, which although it is not the same genre as Shannon Hurley’s, sunrise, it does show a great example of split screen, in which it focus’s on the movement of the two characters in either side of the split screen, and how the movement of one characters leads and is synchronized to the movement of the other character. I then uploaded the videos, which displayed the use of split screen within them, on to my blog. The use of technology was slightly less within the stages of planning. Within the planning of the music video, I used a digital SLR camera to photograph the location shots, a scanner so we could scan in the storyboard, and then use blogger to display it. Within the planning of my print productions, I used a scanner, to scan in my designs so I could upload them onto blogger. I also used, datont.com, which is a website, where people design and display fonts that they have created, for others to use, I found a variety of fonts on this website, and used my favourite which was displayed on my ancillary products. Although, I did not use technology very frequently within this stage, the use of a scanner helped greatly, as it allowed me to display documents on my blog, and include them in my print productions, as I could upload them digitally onto the computer. The construction of both the music video production and ancillary texts used the most technological devices, enabling me to use and experiment with a vast variety of new technologies. Within the construction, shooting and editing, of the music video I used a digital video camera, tripod, SLR digital camera, and SLR film camera and adobe premiere elements.

Within the construction of my print productions I used a digital SLR camera and adobe Photoshop elements. I used blogger to upload both of these productions; I also used youtube to post the music video on. We had to do a vast amount of shoots, to get all the footage that we needed, because we encountered some problems. When we planned our shooting schedule, we decided we would use two cameras, one to film the girl and the other to film the boy, because this would make it easier when editing because of the split screen, however on the first day of shooting one of cameras stopped working, therefore having only one camera to use, this did delay us slightly on the day, however we overcame the problem. It was needed for us to re-shoot the scenes of the girl on the train, because of the tape that we used to film this scene breaking. The camera was very easy to use, and allowed us to achieve most things that were needed or that we wanted, however it would have been better if it focused, and it had a larger zoom. The use of a digital video camera, allowed us to take a vast amount of footage, giving us lots of raw material that we could then edit and cut, this worked very well because of the different locations that we used, and the amount of shots that we wanted to achieve in each location. This also worked well, because of the use of split screen; we wanted a variety of shots of both characters. In post production, we used adobe premiere software to edit the footage, there is other editing software such as windows that is available, however we opted to use adobe software, because it gives a larger variety of tools that can be used. Adobe, also made it easier when creating the split screen in the video, the process of creating the split screen, involves placing two lots of footage onto the canvas, making sure they are directly underneath each other on the timeline so they will play in unison, then you just have to resize the shots to fit the canvas size. The split screeen, opened decisions when creating the split screen; of the size of the individual frames, and if they would be the same size of different sizes, i also needed to decide if they would start moving at the same time and stop at the saem time or one frame would be still and one would move. One of the biggest decisions was what shots to put in the frames and which ones would work well together, and if they would complemente each other, also needed to thikn about how the co9lours and movement in each frame work together, for example; the shots of the girl and the boy at the train station and on the train where the frames are positioned horizontally and they both look at the same time. I used photoshop, to create the ancillary products, because although there is other editing programmes, photoshop gave me the most variety of editing tools, out of the various edting programmes that are avaliable to use.

1).How effective is the combination of your main production and ancillary texts?

My main production, the music video, and ancillary texts, link to each other because they are appealing to the same target audience and use the conventions of `folk genre`. The use of ancillary texts helps to reinforce the main production, because they reiterate the artist`s brand and the way this was presented in the music video.

The purpose of the main production,the music video is to sell the product and that particular song, the ancillary texts; album covers and adverts are produced to advertise the release of a new album or single. In this set of products, in order to show the branding of the artist, as well as, the artist and album name, other factors, such as the font type, colour palette and muted images are kept the same across the video and print productions such as the font, images and general style, this use of repetitive features creates a strong brand identity. These products aim to appeal to audiences who are females in the age range of around 16 to 24 years of age, and people who like the folk/acoustic genre. The production appeals largely to females, because of the narrative, of a relationship breaking down, it also appeals to female because they enjoy the romantic narrative.

The mise-en-scene, also contributes to the appeal of the music video to women because of the locations, costumes and genre. The genre of music largely determines who the target audience is, and how therefore we needed to appeal to them. It also represents them as being young. The characters in the music video, do not feature, neither does the artist, on the album cover or advertisement, because I believe a sense of mystery about the artist. This makes a point of creating ancillary texts without images of the characters or artists on them enables the audience to focus on the genre more, because this space can be filled using background images of the locations used in the music video, therefore creating a sense of familiarity brand identification without revealing the artist or any characters. Laura Marling uses this convention on her album cover, Ghosts, which can be seen within my album cover research. Her album cover consists of a yellow, beige background with a black outlined design in the centre, which surrounds the album name. I have used this convention because I believe it creates an artistic feel to the production, and creates mystery as to who the artist is. These images, would be geared towards the genre of the music and appeal to the target audience because they would be a reflection of the type of lifestyle that this group lead, this would have audience appeal because they can relate to the images that are shown.

The images included in the print productions would reflect the lifestyle that this particular group lead because, it would show the places they live or like to go, it would also reflect the type of things they enjoy doing in their spare time. In the ancillary texts, the audience are represented as creative, artistic people who have a sense of individualism; this is because of the use of muted images reflecting the narrative portrayed in the music video. The creative artistic feel in the music video, is shown by the use of the split screen technique, the appeal of the narrative that particular age group and how they can relate to the narrative.

The music video, for `bad day, by Daniel powter`, that I looked at for my initial research, reflects the feel in my own music video best, because of the use of the split screen convention, the characters and location being very ordinary and everyday, and the narrative in `bad day`, was about a boy and girl falling out of love. The sense of individualism that is portrayed is reflecting the use of everyday characters that present the production with a very ordinary and everyday feel. The ordinary and everyday locations, are also presented in the ancillary texts, because I use the beach and train as the locations for the images on my anciallary texts, which are the same as in the video.

The research that I conducted where I analysed different album covers of a similar genre to my own, which gave me ideas for how I could appeal through this genre to my target audience. I looked at the codes and conventions that had been utilised within these cd covers, and how they complied with the genre. The codes and conventions that I used within my final production were influenced by the music videos that I had researched.

The main convention that I used was the split screen technique, I also adhered to the soft lighting that was used in my research videos, and also within the print productions I applied the same type of font. I took certain aspects from the album covers I researched and was influenced by them whilst in the process of creating my print productions. I liked the font that was used on Laura Marling`s album cover for, Ghosts, therefore when designing and researching fonts I used the influence I had from, Ghosts, to allow me to create or find a similar font, which would create the same connotations. Kate Walsh’s album cover for, Tim’s House, features an image of herself on the back and front cover, with the artist and album name to accompany it, although my album cover does not include any photographs of the artist, it does use the same washed out muted colours technique, which adheres to the genre of the music. I used soft lighting , in both the music video and anciallary text, which is another factor that i kept the same, i used the soft lighting in the images on the front cover of the album.

The planning aspects to both my final production and ancillary texts, involved a variety of tasks to enable the shooting process to run smoothly. Whilst carrying out the planning for the music video especially, myself and my production team needed to discover the mood and how we would create this through a mixture of; imagery, colours, mise-en-scene, audience, costumes and location shots. These aspects are very important as they set a mood and create the feel that is needed in the video in order to appeal to the target audience and apply to the genre.

The mood of the music video is creative, soft and romantic, this mood was achieved by the use of soft lighting within the video and print productions, and the way the objects and settings around the characters are bathed in light. The costume of the artist within the video, because the colours of her clothing are light and the blue top links to the beach location, the clothing is soft and include muted colours. The mood that is created is also very reflective, because of the lighting, the emphasis of sunlight and the use of a piano in the live performance, which therefore gives the music video a creative and artistic feel. I applied the lighting effects, in the ancillary products by using adobe photoshop elements and adding shadows, and adding strobes of sunlight and moving the light around to cast light on different objects.

The creation of the storyboard is a key part in the planning process of the final production, because it gathers all the angles, shot types and movement in one area, that will be used in the video, research can help to decide shot types and angles, as we can take how we portray something because of the angle or shot type and apply this to our won video, because of the way we would like a certain aspect to be portrayed. The planning process allows us to have a record of all our initial thought out ideas and plans, which can be used to compare to the final production and the changes that have been made between planning and research process to the final cut. It also helps us to understand why these changes took place, the problems that we were faced with and how these could be avoided if this task was undertaken again. In conclusion to this question, I believe that the combination of my main production and ancillary texts work effectively as a package, because of the links in codes and conventions that have been used within them, but also the running similar themes that appear in both sets of products.

Advert for album.

Final cd cover designs.

I used design 2, for a template to this design, however i did change the front cover slightly as i have used three images, as i thought it reflected the use of split screen in the music video, because of the way i used one main image and smaller images along the side to show the surroudings in the music video.

Research into adverts.

Adverts i found in NME magazine, i chose4 them because i thought they were of a similar genre to my music, or the design would appeal to my target audience.

I found this advert below in Q magazine, i chose it because i thought the design would appeal to my target audience

Music Video; Sunrise.

How does a clockwork orange represent britains identity in 1971?

Essay Plan

• analysis and argument 20marks
• evidence 20marks
• use of media terms and theories 10marks

Introduction

A brief description of the film; release date, director, release date/author of the novel it was adapted from, meaning of the title, themes within the film, quotation from Kubrick, withdrawl of the film from cinemas, inspiring people to commit crimes featured in the film. affects a film has on society.

Paragraph 1

contributing factors to britains identity in 1971; youth, government/state/society, family, what was britan like, tribes, violence, governement and state manipulation and exploiting individuals, modern urban landscapes damaging to society, british collective identity; obsolete and meaningless. reference to the film as evidence, to how these aspects contribute to britans identity, and what type of country they show britain as being.

Paragraph 2

reference parts of the film that show the audience evidence of being in 1971 britan. Reference the following topics; modern world, post ww2, cold war paranoia, new britain, rise is youth culture. Use these topics, to show parts of a clockwork orange that represent britans identity in 1971 and what we think was in this time period in britain. how a clockwork orange is of its time, what images do we see in a clockwork orange that represent 1971 britan to us.

Paragraph 3

maffesoli`s theory; "time of tribes", urbans tribes, mass culture has disintergated more sub catergories rather than one large group. relate these aspects of maffesoli theory to a clockwork orange; urban landscapes, rise in youth culture and rise is youth groups/tribes, alexs tribes and their identity in a clockwork orange; fashion, language, influences. what identity is made up of and its concepts, expressing our identity.

Conclusion

a clockwork orange does not have one certain time period; alexs shakespearian language, costume, classical music. 1971, is one time period and sum up what britans identity was shown as bring in 1971 through the film.

How does a clockwork orange represent britains identity in 1971?

A clockwork orange, was firstly written as a British dystopian novel in 1962 by Anthony Burgess, it was not until 1971 that Stanley Kubrick adapted the novel into a film, he is known for making disturbing films. The main themes that the film was featured around are; morality, youth, psychology, violence, the government/state/society and the individual. The title, "a clockwork orange", is cockney slang for meaning, all of the naturalness of something has been removed, the title is also a metaphor meaning, "an organic entity, full of juice and sweetness and agreeable odour being turned into an automation" This film, came with much controversy because it inspired a mass number of crimes, they were known as copycat crimes, because the crimes that are shown in, a clockwork orange, were being copied in society, this resulted in the film being withdrawn from distribution and cinemas, approximatly a year after its release. The film, was not allowed to be seen legally again until the year 2000, after Kubricks death. Kubrick said, "the story (clockwork orange) functions on several levels, political, socilogical, philosophical and whats most important, on a dreamlike pyschological symbolic level".

Britains identity in 1971, was shaped through family, youth groups and tribes, government, state, society, tribal collectivity, violence, modern urban landscapes, manipulation and exploitation of individuals and british collective identity. Young people and tribes identity in 1971 britain, is represented in a clockwork orange, as the droogs; alexs tribe. Through the use of a tribe such as the droogs, youths are being represented as violent, unruly and disrespectful, the behaviour of the youths in britain, links to the way in which the government worked. The rising youth culture, shown is a clockwork orange is shown as being a threat, within british society. The government has been represented as reppresive, corrupt and a state that resorts to violence. The way that a clockwork orange has represented the government in 1971, shows a correlation within how the youths acted, which suggests that because of the corrupt government it caused youth groups to become unruly within society. In, A clockwork orange, the family unit is shown as alexs family, they shown as being very disregarged by alex and he is very unattached from his family. This represents the distance between family and youth culture, as alex is presented as being very distant from his family. The state, government and society are shown as being violent, brutal and barbaric. The landscpaes that are used within a clockwork orange are large tower blocks of flats, which have a brutalist feel to them, and looks inhabitant and imoral as landscapes. The brutalist feel that these tower blocks have, echo the brutalist behaviour of the governemtn and youth groups. Collective british identity, is not largely apparant within the film, it is not focused on within the film alot, therefore it shows connotations of british identity becoming obsolete and meaningless.

A clockwork orange, it could be said that it does not have any apparant time period that it is set within, because of the costume, emphasis on classical music and the shakespearian language used by alexs and his tribe, however it is shown on one hand as being set within the 1971 time frame, because of the buildings , which were typical of 1971 britain , as many built in this era in britain. The emphasis and focus on youth groups and rise in youth culture and the violence and barbarism shown by youths and government, shows that a clockwork orange was set within 1971. The themes within, a clockwork orange, that represent britains identity in 1971 are; modern world era, post ww2, cold war paranoia, new britain and the rise is popular youth culture. The modern world era, shows 1971 britain, as a brutal, ansd futuristic world, because of the modernist brutalist buildings, connoting violence and the bright colour prints, which connote a futuristic and modern world feel. There is aslo an element of the post ww2 attitude within the film, because of the way that the youth are valued, even though they are violent and barbaric, with the attitude of "we fought for our children". Liberty and freedom, are represented as part of this era, because of the post war attitude of how we have achieved freedom, through our efforts, therefore perhaps leading to the government being represive. There was a threat from the youth, because of the increase in youth culture, there was also paranioa because of the cold war, this esculated into a question of threat and fear, because of where the threat was from was unknown. New britain, was forming a different identity to britain, because of the weakened power in empire, decline in industry and the changing relationships between classes, this supports the evidence that the government at this time was corrupt, permissive and violent, because of the way that britains empire was changing, and was becoming courrpt, the governemtn seemed to folow suit. The rise in youth culture, is one of the main topics within, a clockwork orange, and the emphasis is put very heavily on this group in society in the film. The 1960s subcultures, made a vast divide between generations, this is apparant in alexs case because of his attitude towards his parents and the way through costume, behaviour and language that we can see the age and generation divide.

The theory of Micheal maffesoli, has been used within, a clockwork orange, it has been used to show his theory of tribal collectivity, when showing alex and his group, who have a collective name; the droogs, this comes from his theory, "the time of tribes". They are shown as a tribe, because of their similar interest, behaviour, language and costume. Maffesoli, also talks about in his theory the effect that location has on your identity, which is evident in a clockwork orange, because this relates to9 the brutalist architechure that we see in the film, connotating violence, therefore having an effect on the droogs.

Identity, in a clockwork orange is represented through a vast amount of aspects, they all revolve around the youth culture, showing how changes in society and an individuals surroundings influence tribes to form and their behaviour. A clockwork orange, represents britain in 1971 in some aspects of the film, however in other ways it is very opposite to the era it is set in, because of the emphasis on classical music, which creates a very traditional element to the film, the adjustments laex and the rest of the droogs put on the enlgish language, using shakespearian twists in their words and the droogs costumes, do not reflect 1971, however the costume of alexs parents are typical of the 1970s era.