Evaluation 4: How did you use media technologies in the construction and research, planning and evaluation stages?

Evaluation 3: What have you learned from your audience feedback?

Evaluation 2: How effective is the combination of your main product and ancillary texts?

Evaluation 1: In what ways does your media product use, develop or challenge forms and conventions of real media products?

Music Video Director's Commentary (with script)

Script:

Song/ Artist: 'Good Girls'- 5 Seconds of Summer

Created by: Hana, Chloe and Taslima

0:00- 0: 31 seconds:

Scene: Girl in the bedroom getting ready

(Introduce group) The video beginning is set in the girls bedroom. We wanted to create a girly atmosphere and show shots of different items in her room so that it can relate to our teenage girl audience and almost 'welcome' them. To keep to the upbeat rhythm we changed the shots often.

0:31- 0:50 seconds:

Scene: Girl sneaking out house and meeting with her boyfriend

We decided that the actress should sneak out of the door instead of the window due to safety reasons. We show a wide mid shot of the boy whilst he waits to emphasize his loneliness without the girl. Then to add to the effect more when the girl comes the shot is close up as she walks. It almost looks slow motion which gives further impact. The shot is wide again as soon as the couple embrace each other. The shot shows the back of the boy and the girls face as she winks.This expresses her secret bad girl attitude. The shot of the couple is wide and then there is another shot is closer as they get physically closer. This gives a closer more intimate feel for the audience.

0:50- 1:04 minutes:

Scene: Girl studying in the library. The boy walks in and they meet.

A mid shot of the girl studying followed by a behind the shoulder close up of her 'study book' was shown to show the audience that she is not studying but drawing. This again expresses the bad girl behavior that we wanted to subtly imply throughout the video. A mid shot was used for the boys entrance to almost slow down his movement in contrast to the song to give a 'grand entrance' feel. 

1:06- 1:08 minutes: 

Scene: Hand to camera. 

As the couple covers the camera with their hand, we added a distorted effect on final cut pro to look as if the tape got damaged.

1:11- 1:17 minutes:

Scene: At the library, hidden behind a book.

A wide shot was used to show the couple mischievously hiding behind a book. We placed a bookshelf behind them to emphasize the school setting and add colour to the shot. The shot adds 

humour to the video. 

1:20- 1:33 minutes:

Scene: At the back of the school/ Grease interextuality

We chose to shoot this scene besides an edgy background to reflect the rebellious attitude. The body language and behavior in this part was influenced by a scene from 'Grease', which also connotes a similar meaning as the song. This creates entertainment. 

1:33- 1:41 minutes:

Scene: Park documentary/ Self footage.

To engage the audience further we included self footage that the couple took. This is entertaining to watch as we get to know them more personally. To make it obvious that they are self footage, the quality is different to the other scenes. The shots (of the boy) here are almost similar to how fashion adverts are shot. It appeals to the audience and syncs to the beat of the music. 

1:46- 1:56 minutes: 

Scene: Photos

To suit the pace of this moment of the song, we decided to use photos. We added a frame on to the photos in final cut pro to make it look as if they are the couples own photos.

1:59- 2:06 minutes:

Scene: Girl putting on red lipstick

As the music builds up, we show different shots of the girl putting on dark red lipstick to connote romance and rebellious behavior as red is usually a colour used for warnings. The props were picked precisely, such as the heart shaped sunglasses, to look fun and appeal to the genre and audience. 

2:06- 2:40 minutes:

Scene: In Camden.

We establish the location with an iconic part of the area 'Camden Bridge'. The upbeat vibe and setting in Camden gave the shots a colourful and fun look as well as fit the music. It looks happy. The various shots show the couple together having fun. The shots change quick in able to look lively and engage the audience more. Again, there are more self footage shots to allow the audience to get more personal with the characters, 

2:47- 3:02 minutes:

Scene: Final shots/ White background.

We decided to film the final shots with a white background. The boy wears a red bandanna to fit into the cool rock genre of the song and to suit the girl. The couple carry on having fun and the action is sped up so that it feels more exciting and lively. Instead of text credits in the end we decided to show each crew member holding up a clapper board with their name on it.  

Representations In Our Music Video

The target audience for our music video is primarily working class/ middle class young females, from the ages of 13- 19, who establish themselves within the pop genre. A majority of them would be from the UK, Australia and USA due to the popularity of the band in these countries. Our video will follow a narrative that is based on the lyrics, our visuals will match the lyrics. The narrative will be of a girl who appears to be a 'good girl' but is secretly a 'bad girl'; she's cheeky, rebellious and has a 'secret' boyfriend.

How will I use camera, mise- en- scene, editing and other elements to represent stereotypes and positive/ negative representations? 

Stereotypically, people assume that those who establish themselves within the pop genre are interested in the latest fashion and makeup, which we show through mise- en- scene in our video. In our video, the girl is seen in different costumes and applying makeup, such as dark lipstick, in the bathroom. We picked out clothes that our audience will be familiar with, as they would have probably seen it in a magazine as one of the latest trends. We used an iconic leather jacket and dark lipstick, to give the character an edgy side and to show her 'bad girl' side. We also used a bandana on the male character as this connotes that he is also a 'bad boy'. These are stereotypical images of a 'bad girl' and a 'bad boy'. To represent her 'good girl' side, we filmed her studying and wearing buttoned up shirts and skirt with props such as books. This is a stereotypical image of someone who is considered a good girl. This can be considered a negative representation as it can connote that 'good girls' are quite 'nerdy' and tend to study a lot. To create a positive representation of a good girl we showed that rather than studying in the library, she was doodling hearts in her book to show the audience that she is just like a regular teenage girl who tends to get bored of studying. The doodling of the hearts is a cliche scene of a teenager who is in a relationship.

How will these representations appeal to your audience and promote the artist? 

These representations will appeal to our audience as the scenes will be similar to real life and will relate to them. The stereotypes in our video may also entertain and amuse our audience. This will promote the artist as the audience may feel that the artist can relate to them through their lyrics and visuals while also entertaining them.

Behind the Making of the Music Video

Pictures from behind the scenes: 

Director (myself), camera- woman (Chloe) and Actor (Naglis). 

Setting up the shot and being directed and told of what 

is going to be seen in the shot.

Camera- woman (Chloe) setting up the shot 

and filming the actor (Naglis).

The setting where some of the scenes where shot:

Actress (Hana) and Actor (Naglis) sorting out the 

props and costume (miss- en- scene).