Audience Research Task 2

Institution Profile

What Is An Institution ?

An institution in relation to media is an organisation which serves a social purpose such as BBC Radio 1 whose purpose is to serve media contest to its audience.

Example of Institutions Channels & Radio Stations

https://media.info/radio/data/the-most-popular-radio-stations-in-the-uk

https://en.m.wikipedia.org/wiki/List_of_radio_stations_in_the_United_Kingdom


BBC Radio 1

-British radio station
-Broadcasts internationally
-Specialising in modern and current popular music and chart hits throughout the day
-Provides alternative genres after 7:00 pm, including electronic dance, hip hop, rock, indie
-Predominantly youth-orientated pop music and talk
-15–29 age group (average age of the UK audience in 2008 was 33)

BBC Radio 1xtra

-Comes from the BBC specialising in urban music
- Sister station to BBC Radio 1
-Broadcasted from the 8th floor of New Broadcasting House, shared with Radio 1 and the Asian Network
-Many genres: Urban and hip hop, R&B, drum and bass, dancehall and garage

BBC Radio 2

-One of the BBC's national radio stations
-Much of its daytime playlist-based programming is adult contemporary or AOR
-Broadcasts other musical genres
-Programmes are relayed on digital radio via DAB, Sky, Cable TV, IPTV, Freeview, Freesat and the Internet.

BBC Radio 3

-British radio network operated by the BBC
-Its output centres on classical music and opera
-Also features jazz, world music, drama
-The station is the world’s most significant commissioner of new music
-New Generation Artists scheme promotes young musicians of all nationalities
-Broadcasts the BBC Proms concerts within addition to performances by the BBC Orchestras and Singers.
-Regular productions of both classic plays and newly commissioned drama.

BBC Radio 6

-One of the BBC's digital radio stations
-First national music radio station to be launched by the BBC in 32 years
-It is available only on digital media: DAB radio, the Internet, digital television, and in northern Europe through the Astra 2B satellite.
-Sister station of BBC Radio 2
-Shares common features and DJs with both BBC Radio 1 and Radio 2
-Features a range of genres
-Dedicated shows towards different forms of dance, jazz, soul, and Jamaican music

BBC Asian Network

-British radio station whose output is targeted to serve people of South Asian descent (Indians, Pakistanis, Bangladeshis, Sri Lankans)
-The music and news comes out of the main urban areas where there are significant communities with these backgrounds.
-Predominantly for people who are British Asians

Capital FM

-Owned and operated by Global Radio
-POP music , features mainstream artists
-Music, entertainment, news and showbiz features
-7.1 million listeners
-Target audience of 14-34 age group

Capital Xtra

-An urban music radio station owned by Global Radio
-Hip hop and RnB
-Based in London and broadcasts via DAB Digital Radio, Freesat, Sky, Virgin Media and online.
Classical FM

-One of the UK's 3 Independent National Radiostations
-Broadcasts classical music
-Broadcasted on many forms institutions
-Available internationally by streaming audio over the internet

Kiss FM

-UK radio station which is broadcasting on FM and National DAB
-Specialising in hip hop, R&B, urban and electronic dance music
-Broadcasts nationally on Freeview, Sky and Virgin Media
-Owned by Hamburg based Bauer Media Group

Smooth Radio

-Network of adult contemporary
-Range of relaxing musical genres
-Local radio station broadcasting on FM and AM stations in the United Kingdom.
-Owned and operated by Global Radio


Premier Christian Radio

-British Christian radio station, part of Premier which is in turn wholly owned by the charity Premier Christian Media Trust
-Contemporary Christian Music
-Music is aimed at many types of Christians

VIVA
MTV
4Music
Smash Hits
Magic
Heat
Heart

Heart is a radio network of 21 adult contemporary local radio stations operated by Global Radio in the United Kingdom, broadcasting a mix of local and networked programming. Eighteen of the Heart stations are owned by Global, while the other three are operated under franchiseagreements.


Scuzz
Kerrang
Capital TV



What is Adult Contemporary Music (AC) ?

-Style of music, ranging from 1960s vocal and 1970s soft rock music
-Predominantly ballad-heavy music of the present day, with varying degrees of easy listening, pop, soul, rhythm and blues, quiet storm, and rock influence
-Easy listening and soft rock style
-Recent adult contemporary music usually feature synthesizers and other electronics, such as drum machines
-AC radio may play mainstream music, but they will exclude hip hop, dance tracks, hard rock, and some forms of teen pop, as they are less popular amongst the target demographic of these radio stations, which is intended for an adult audience.
-The AC Radio stations will often target the 25–44 age group



Emile Sande
Sande features on the following stations :
Capital etc
Radio 1
Radio 2




How will the product be appropriate for the station ?


What other artists also feature on theses channels ?




Top Stations in the UK
*according to wikipedia.org/wiki/List_of_most-listened-to_radio_programs*

-Total listenership in the United Kingdom in March 2015 was 47.799 million
-BBC programming had 34.872 million listeners
-All commercial programming had 33.916 million listeners
The figures counted listeners over the age of 15 who tuned in for at least five minutes as of March 2015:

Station	Format	Listeners in Millions
BBC Radio 2	Adult Contemporary	15.087
BBC Radio 4	Spoken word variety	10.886
BBC Radio 1	Contemporary hit radio	9.699
BBC Radio 5 Live	All-news radio	5.757
Classic FM	Classical music	5.525
talkSPORT	Talk/sports	3.246
BBC Radio 4 Extra	Radio drama reruns	2.172
BBC Radio 3	Classical music	2.084
BBC 6 Music	Progressive	2.064
Magic (London)	Adult Contemporary	1.911

Audience Research Task 1

Demographics

What are demographics?

What allows us to put individuals into certain social classes. Theses can be gender, psychographics, age, education, subcultures, geographical location and lifestyle

Social Demographic Table:

A - Upper Middle Class & B - Middle Class

Genre = Classical
Explanation = Classical music, tends to be for those who are well educated as they can understand the music which is being played. Also some classical music forms are in a different language therefore only those who are well educated will be able to understand them . Even more so those who are upper middle class tend to have been brought up in private schools in which the curriculum is shaped differently. This means subjects such as classical music and fine art can help shape a persons type of music they listen to. For example at Eton College they can participate in a number of Orchestras which focus on Classical musicians such as Mozart.
Music Video = N/A. This video shows a range of Classical musicians and their work.



Explanation = This video shows a collection of Classical musicians. I have not chosen a set music video to represent this type of class because they doesn't tend to be any. This is because most classical music was written in the 1700s and music videos are a relatively new to the music industry. Also some could argue that this style of music doesn't need a music video. This is because stereotypically those who listen to classical music tend to be older and would prefer to listen to the music rather than watch it. Creating a music video for this genre would be very difficult as most classical music consists of very little vocal performance and more instrumental elements.

C1 - Lower Middle Class & C2 -Skilled Working Class

Genre = POP, Folk, Dance

Explanation = Most people fall into the lower middle class and skilled working class, hence why this style of music for these classes vary. Most commonly the genre of POP is associated with mainstream artists as the music videos they create and music they sing is relatable to those in this class. The POP genre tends to follow features such as lip-syncing and narrative story telling. However the style of music varies, some songs are upbeat whilst others or sad, this is shown lyrically and during a music video. C1 and C2 social groups tend to experience money and social problems, therefore they can relate to issues raised within this type of music such as losing a job or experiencing a complicated breakup. Through the use of mise-en-scene bright and bold colours are used to display the 'normal' and 'happy' lifestyle of the artists. The clothing worn by the artists mirror that worn by C1 and C2 this is because it follows into the mainstream brands of clothing.
Music Video = One Direction - What Make You Beautiful


Explanation = This video is aimed at young teenage girls and is follows the theme of love. This is a common theme within the POP genre of music. The boys within the video are wearing chinos which during 2011 were very popular and fashionable within mainstream fashion. The lyrics are aimed at young teenage girls who are experiences their bodies changing and falling starting to form relationships. The song talks about the issue of beauty/body confidence which is an issue C1 and C2 social groups can often face.

D - Working Class and E - Lowest Grade Workers

Genre = Rap , R&B
Explanation = Rap music tends to be issues which those from a working class background can relate to.  Rapping can include many aspects such as rhyming, rap battles and splitting bars. Noel Gallagher recently said that 'The working classes have not got a voice any more. There doesn't seem to be a noise coming from the council estates." This suggests that the music which the middle class consume from is more popular than the music which the lower classes consume. I think this is because there is more money spent of the music which the middle classes listen to which makes it more consumable to a mass audience.
Music Video =  Plan B - ill Manors

Explanation = This video expresses the anger which the working class face about being judged and under control from the bourgeoisie. The working class and lowest grade workers are seen as the proletariat, in which in a capitalist society they are only good for the their labor-power (their ability to work). Issues raised within the music video such as drug abuse and gang crime are more commonly associated with this class of people. The video makes references to bad language and shows images of politicians and policemen being portrayed in a negative way. Shots of the London riots also show how the working class were fighting against those who hold power over them. Also the lyrics show the anger in which these individuals face. "If we see them posh kids..." implies there is a clear separation between those at the top of the capitalist society and those at the bottom. The lyrics express the hatred and violence in which these individuals hold over them in power. Overall I think this video has been made to show a clear message about the anger this class of people face towards those in a higher class.

Key Questions - Demographics

Why is it important to understand demographics when producing a product?

• Find what the target audience needs to see in a music video
• Suit the music video e.g. Social issues which impact on a particular social group

How will the choices you/the institution make, change and impact on the song itself ?

• Change the meaning of the song for individuals
• Impact on how people purchase the song

How is it marketed to an audience ?

• Suitable language used

How can the industry currently appeal to the demographic of the genre of music you are exploring ?
- Where is it sold ?
- How do the artists appeal to the audience ?
- Where and how do the audience consume it ?
- What merchandise and advertising techniques so they use that may appeal to the audience ?
- How do the media represent this genre ?

Reviews/Analysis Of Emeli Sande's, Clown

The Music Video:


Emeli Sandé  2012

When reflecting/reviewing this music video , Sande made the following comment :

"It's about how I felt when I was trying to get signed, I was going for all these meetings and people were looking at me like 'What do we do with you'? It's about not allowing yourself to be judged by others or to be taken for an idiot. I feel the video reflects that"

This reflects Sandé's first experiences in the music industry and shows how hard it is to get signed by record labels.


Q Magazine

In an interview with Q Magazine, Sandé made the following comment :

"It's about trying to get into the industry, keeping faith in myself when I felt that many of the labels didn't have faith in me. It's about being called a clown or an idiot for wanting to chase after what you want, because people will always say you're rubbish and all the rest of it, but if you don't follow what you want to do then you won't achieve anything fulfilling."

Vigilantcitizen.com




This website reviewed Emeli Sandé’s video as the following :

“Clown” is simple, subtle and artistic but nevertheless conveys a very clear and disturbing message about the music industry and those that rule it.
Is “Clown” about Emeli Sandé “selling her soul” to the elite?
This video conveys a simplistic message about never trying to be something you aren't.
The video takes on the appearance of a 1920s B&W style silent film.

Image Analysis

Emeli taken in by two soldiers

Emeli is given a pen in order to sign a contract.

As a man steps up to Emeli, she gives a look saying “Why you touching me for?”

Emeli is given the paternal “look at me when I’m talking to you” move by a man in uniform.

She is also gets lectured and talked down as a menacing finger is being wagged at her.

By running his hand across his throat, this man is saying that Emeli’s career is over. Also, since these men are in uniforms and that Emeli is a prisoner, she will probably be killed … Maybe in “strange circumstances”, not unlike many other uncompromising artists.

The Clown

-About giving up

-About giving in to pressure

-Being excepted

-People force you into things

-You may not always feel accepted

This is what I hope to achieve in my music video

- Clear message

- Being accepted

-Showing changes in narrative

Ideas/Inspirational Music Videos

Martina McBride - Concrete Angle


I like the theme this music video raises and the way the lyrics and narrative connects. The young girl is a victim of child abuse who finds a friend , who we are lead to be a angel. The young girl is beaten to death and at the end of her funeral we see all the children who are victims of child abuse turned into angels. The angels are all happy and walk away together as their pain and suffering have now gone.
The structure of the music video is simple to follow and changes from the artist singing to the narrative.

Justin Bieber - Love Yourself


Jess Glynne - Take Me Home


Bars and Melody - Hopeful



Sia - Big Girls Cry



Katherine Jenkins - Angel



Jessie J - Who's Laughing Now




Jessie J - Who You Are




Alan Walker - Faded




The message of this video is very important in the similar message which I am trying to show.
I have interpreted this video to mean that the young needs to face himself by going back to his birth place. The video has a clear narrative.

Conventions

• Take place within a school
• Uniform
• Lack of teachers
• More than one person doing the bullying
• About the individual being different
• Cyber Bullying
• Physical Bullying
• Verbal Bullying
• About reaching a limit of tolerance to being bullied
• The bully doesn't show sadness

Although this music video has been made by a student there are conventions which seem to apply to this video. From watching this video it has allowed me to collect some ideas of what I may use in my music video such as elements from within the mise-en-scene.




Ideas For My Music Video

-Change of make up
-Changes in costumes
-Being messed about
-No fitting in
-School uniform ... to passing uni
-Different look ever time she appears
-No friends
-People avoid her
-Bullying Theme
-Flash cards expressing hurt/pain
-Self inflictive harm

3 Initial Ideas

I have presented my three initial ideas via a SlideShare:

3 initial ideas from EGladders

Conventions of Form and Conventions of Genre

There is a clear difference in the conventions of form (the music video) and conventions of genre (e.g. Rap, POP).

Conventions of Form (Music Videos)
-Narrative
-Performance
-Lip-syncing
-Dancing
-Change of costumes
-Change in Make-Up 
-Change in locations
-Change in lighting
-Range of Cinematography (Movements and Angles)

-Characters (Other People and/or The Artist)
-Meaning of Lyrics
-Editing Types (Fast, Slow , On The Beats)

Conventions of Genre (Rap)
-Commonly black people
-Tilts up and down characters
-Quick edits
-Performance
-Dancing
-Change in location e.g. Streets

Conventions of Genre (POP)
-White people
-Bright Clothing
-Slow edits
-Performance
-Typical themes e.g. Love
-Changes in location


1 Textual Analyses Essay

For this essay I have watched two music videos in the following order:
1. Made no notes
2. Made notes
3. Made notes
4. Made notes
5. Write Essay

I have spent about a minimum of 3 hours making notes and writing this essay with a minimum word count of 1500 words. This essay includes a comparative relation between conventions of form and conventions of genre in relation to two music videos. I have made notes on Cinematography, Editing, Sound and Mise-En-Scene for each of the videos.

Both music videos are from the genre of POP and both hold elements of the conventions of their form (a music video).

Video 1 = Jessie J - Nobody's Perfect



Notes:

Video 2 = P!nk - Perfect



Notes:

My Essay:

In this essay I will be exploring the comparative relation between conventions of form and conventions of genre in relation to Pink's - Perfect and Jessie J's - Nobody's Perfect. Both music videos are from the genre of POP and both hold elements of the conventions of their form (a music video). I will analyse/compare the differences and similarities within the following : Cinematography, Editing, Sound and Mise-En-Scene.

Jessie J

Editing

Throughout this music video there are many cuts as the narrative changes direction and enters each room. Within the first room of this music video there are many jump cuts to each individual faces. This is to be symbolic of Alice In Wonderlands , Mad Hater's Tea Room. The use of many quick jump cuts is to emphasize the chaos which is unfolding within the room.
Within the clock room the room spins around. This has been added in during editing to show Jessie J trapped in time. The hands of the clock also speed up and slow down, to shows being stuck in time. This is a key part to the narrative as it shows Jessie J following conventions of an upbeat POP song.

Mise-en-scene

There are many conventions of form , such as the change of costumes. In each room Jessie J appears, she is wearing bright clothing and changes her appearance. Although when singing in the corridor she is wearing a black top and neutral top. This is an important part to the narrative as it symbolizes Jessie J changing character when she goes into different rooms. For example in one room she is tied up to lots of phones which all have lips on them to show people talking (gossiping) about Jessie J. The mise-en-scene helps to show the change from this room to the other rooms and therefore is a key part to explaining the narrative of the music video.

Sound

Non-diegetic sound is used as a young girl becomes the narrator of the music video. The narrators voice then combines with the a muffled sound coming from within each room. The non-diegectic sound then becomes a man who says "look into my eyes". This can suggest that the man is in control of the video. After the narrators have spoken the diegetic sound begins.
Elements of lip syncing have also been used to which is a convention of form.


The lyrics also appear on screen in the form of an onomatopoeia , such as "The words start flowing, aaaaaa.

There is a pause in the music when Jessie J enters the clock room. The sound changes from the song to many clocks ticking and spinning backwards and forwards.


Cinematography





Pink

Editing

Mise-En-Scene

Sound

Cinematography

History Of Music Videos

Below shows my Prezi on The History Of Music Videos. I have started in 1920s - Present Day to show how music videos have developed throughout time.

Bob Dylan - Subterranean Homesick Blues 1967

This promotional clip was released in 1967, as part of an opening sequence to Dylan's film about his tour of England in 1965. The video features no fake narratives and characters played themselves. This music video was made as a promotional clip and the featured no elements of advance performance. According to Sven Carslon's theory this promotional clip uses a mixture of abstract and performance elements. The video consist of Dylan holding up cue cards for the audience with selective words chosen from the lyrics. In order to stand out from promotional clips before him, Dylan captivated the audience by placing  intentional misspellings and puns throughout the clip. An example of this is, when the song's lyrics say "eleven dollar bills" the poster says "20 dollar bills". This music video uses a still frame shot and was shot in an alley behind the Savoy Hotel in London. Due to the selective location , Dylan made the steps behind him become know as the Savoy Steps. The video was used as the trailer to the film with superimposed text at the end of the clip while Dylan and Ginsberg are exiting the frame: "Surfacing Here Soon | Bob Dylan in | Don't Look Back by D. A. Pennebaker."

Introduction of the Teenager
The year in which the teenager was introduced is unknown however music videos have shown to influence when children started to explore and find their own identity. This was influenced by the music which children would listen to and watch at the cinema. Therefore films such as; Viva Las Vegas and Love Me Tender by Elvis Presley became very influential in the way children started to fall in love. These films showed how Elvis (who played various characters) would win the love of girls hearts. Boys wanted to spend there pocket money of looking like the artists and girls wanted to consume their products. Also the films meant that a wide range of people could watch them and stay connected with their favourite singers.

Overall music videos have changed significantly throughout time. Music videos are advertisements for the artist. Therefore as artist develop overtime so does the music and music videos they produce.