Students will watch a music video; it can be any music video, but for this project, we'll use "Sabotage" by Beastie Boys.
Here's a link to it since record companies don't like embedding anymore.
I would use music videos as an introduction to film analysis since they are concise and usually non-linear; they seem to portray emotions more than a linear storyline. My objective of this activity is to get students thinking about the way editing and camera techniques affect a video's tone.
Students will first watch the video with no sound. After watching the video, they will answer these questions on their own:
1) What emotions did you feel while watching this video?
2) What were some examples of shots that explain your emotions from the video?
3) How would you describe the pace of the editing?
4) What kind of song do you think this will be?
After answering the questions, the students will see the music video again. This time, they are supposed to look for more examples of shots that back up their emotions (i.e. close-ups, quick pans, short shots, spinning shots) and examine how the music adds to video. After the second viewing, the teacher will discuss the questions with the entire group.
Since this is meant as an introductory activity, the students will most likely not know the specific terms for the shots. As the students are listing the shots that gave them their 'emotions,' the teacher should write down the description. After the discussion is over, the teacher can introduce the technical names and descriptions for shots (i.e. Medium shot, close-up, etc.) and use the examples students gave.
Brittany, I really like your selection of music videos because they are packed with a range of techniques. When MTV type TV music videos have died, they are making a come-back online as promotion tools for groups, so they are still important. I like how you have students view them without sound because that really focuses their attention on the visual techniques without being distracted by the music.
ReplyDeleteOn Dec. 2, we're going to focus on music--Rebecca is going to organize that. In addition to sharing favorite songs, I'm going to ask people to analyze music videos. Since I'm going to be gone, I'm wondering if you, working with Rebecca, could organize that part of the class--having students share their analysis of examples of music videos as a genre with some of their own unique techniques.
Awesome choice for your example. Sabotage was such a unique and innovatively hilarious video back then, and it still really stands up all these years later.
ReplyDeleteYour activity seems like a great idea, too. I totally agree that it's very important for students to identify and understand their emotional responses to art, if they're to truly appreciate said art. Your activity seems like an effective way to facilitate that exploration.