Digipak Draft 1



There are some images that I have got from the internet however this is only a mock up and i will take photos similar to these myself.



The editing is going to be challenging and is going to be a big factor in how good my music video is going to be. There are many elements that is will need to add to my music video in post production. I am going to have to challenge myself in creating and learning some of these features. As i was the editor last year for my As piece i feel like i have a very strong understanding in editing and want to push myself even further to create better effects than i already know.

Editing effects that I will need to add in post production:

  • Colour grading

I already have a basic understanding on how to colour grade using adobe premier, however i want to make my colour grading seem as real and as natural as possible. I will be adding yellow and red tones to create a sense of panic and unhappiness which ties into the story of my music video

  •  I need to create and animate meteors.

This is going to be the most challenging aspect of post production of my music video as i will need the meteors to look as realistic as possible so the audience will believe that there is a real meteor strike. there are many tutorial on YouTube that are very helpful however this will take up the majority of my time in the post production phase of my music video. Some of the videos that i have looked at are:





An animatic is a pre-production tool used in both film and animation.

An animatic is similar to storyboards. A storyboard uses a series of images that are laid out to show camera and acting direction as well as to give the producers and directors a visual representation to help with the production phase of filming.

A animatic takes the individual images that are on the storyboard and puts them into a movie file and adds audio and sometimes these images become animated.

Benefits Of Animatics 

  • One benefit of turning a storyboard into an animatic is that the animatic moves and has dialogue and the required audio needed when producing the film or animation. It also gives a clearer representation of what the finished product will look like therefore it will be much closer to the finished product making it easier to see how your media piece will turn out.
  • Another benefit is that an animatic helps with the timing as the scene that appears when watching an animatic will appear on screen for the time it would do in the production. It allows you to tell the audience watching exactly how long each shot is held for and the overall timing of each scene.





Media Theory’s

Laura Mulvey

women in the media are viewed from the eyes of a heterosexual man, and that these women are represented as passive objects of male desire. Audiences are forced to view women from the point of view of a heterosexual male, even if they are heterosexual women or homosexual men.

John Berger

Women are objects for men to look at, desire and to seek pleasure from them.

Bell Hooks

She focuses on problematic racial representations for example:

  • Lighter skinned women are considered more desirable
  • Black women are objectified and sexualised in hip-hop.

Stuart Hall

Stuart Hall stated the idea that as an audience we must decode messages that the media have encoded us to hear and see. Stuart hall was concerned by just how powerful the media is and believed that the media can effectively dictate what should be issues of public concern and interest through audience positioning.

Tricia Rose

States hip hop is an art form and gives black female rapers a voice and a sense of empowerment.

Paul Gilroy

  • Black music articulated diasporic experiences of resistance to white capitalist culture.
  • Employs the notion of ‘diaspora’ and how ethnic minorities (particularly black people) experience dislocation from their homeland. E.g. feeling as if you do not totally belong in Britain but you also are considered ‘English’ in the Caribbean, Africa or Asia etc.

Kobena Mercer 

Black gay film opens up audiences to the understanding of the dual exclusion (being gay and black).   Audiences are exposed to diverse representation displaying verisimilitude rather than stereotype. Verisimilitude is the appearance of being true or real.

Jacques Lacan

Lacan proposed that the mirror stage was part of an infants development from 6 to 18 months.• By the early 1950’s, Lacans concept of the mirror stage had evolved: he no longer considered the mirror stage as a moment in the life of the infant, but as representing a permanent structure of subjectivity, or as the paradigm of Imaginary order.

Hypodermic theory

The “hypodermic needle theory implied mass media had a direct, immediate and powerful effect on its audiences. The theory suggests that the mass media could influence a very large group of people directly and uniformly by ‘shooting’ or ‘injecting’ them with appropriate messages designed to trigger a desired response. The theory states that the media is a dangerous means of communicating an idea because the receiver or audience is powerless to resist the impact of the message. People are seen as passive and are seen as having a lot media material “shot” at them.

Moral panic

A moral panic is the intensity of feeling expressed in a population about an issue that appears to threaten the social order.

Todorov’s narrative theory 

He states that There are five stages the narrative can progress through:

1. A state of equilibrium (All is as it should be.)
2. A disruption of that order by an event.
3. A recognition that the disorder has occurred.
4. An attempt to repair the damage of the disruption.
5. A return or restoration of a new equilibrium.
Propp’s narrative theory
Propp stated that there are 8 main characters that appear in films and these are:
1. The Villain – Struggles against the hero.
2. The Dispatcher – Character who informs the hero on lack and sends him on his quest.
3. The (magical) Helper – Helps hero during quest.
4. The Princess/Prize – Hero deserves to marry her, but cannot throughout the film because of the villain, often the quest is ended with the Hero and the Princess getting married.
5. Her Father – Gives Hero task and identifies False Hero, Propp noted that the Princess and the Father cannot be clearly distinguished.
6. The Donor – Prepares the Hero
7. The Hero or Victim/ Seeker Hero – Reacts to the donor and gets married to the Princess
8. False Hero – In order to marry the Princess, he takes credit for the Heroes actions to impress her.


Levi straus

Levi Strauss, a French anthropologist in the 1900s, proposed a theory of ‘binary opposites’ which entails that the majority of narratives in media forms such as books and film contain opposing main characters and these binary opposites help thicken and improve the narrative. examples of binary opposites are:

  • Good vs evil
  • Black vs White
  • Man vs women


Roland Barthes- Enigma Code

Refers to any element of the story that is not fully explained and hence becomes a mystery to the reader. The purpose of the author in this is typically to keep the audience guessing, arresting the enigma, until the final scenes when all is revealed and all loose ends are tied off and closure is achieved.

According to Barthes 5 narrative codes, a media text can be:

  • ‘Open’ – which is when lots of or all of the narrative codes are used making the story complicated. For example the film Inception‘  is an open media text as it has embedded complicated story lines.
  • ‘Closed’ – which is when a single narrative code is used, therefore the story is simple. For example the story Goldilocks‘ is a closed media text as the story is simple and there are no.


Media theory in my A2 music video

In my music video it follows Roland Barthes enigma code theory. Throughout the video there are going to be many elements that are unexplained which gives a sense of a mystery to the audience and to help retain the audience attention until the final scenes will revel why the protagonist is the only one alive in the world.





Joyner Lucas – Ross Capicchioni music analysis (10)


The beginning of the video starts of with a black background with the text saying “the video you are about to see is based on true events” this tells the audience that straight away this is going to be a narrative music video that has changed someones life. This then cuts to a pov shot of the man who the audience later figures out to be the protagonist bleeding with the text of the song and the music artist shown to the audience while lots of closeup pov shots are used to show the extent of damage to this man once again this a something that happens later in the music video but it is unexplained therefore the audience want to find out why this man is bleeding.

The lyrics through the song link to the actions that are taking place through the video. The music video is shot entirely through POV shots to show the perspective of the mans life that is taking place. We see the man waking up, getting dressed heading to school on his skateboard. He then walks through the corridors of the school inspecting everyone and watching what they do. Closeups and medium shots are used throughout this sequence. The protagonist finds a man and becomes friends with him. Through the mise-en-scene and lyrics we can tell that so far this is taking place in a school in a bad neighborhood full of violence.

The protagonist invited his friend round his house where he meets his mum where she tells him to look after her son. This then cuts to when the man is back at school and somebody starts fighting with him however the friend of the protagonist is looking after the man and helps him out listening to what the friends mum told him to do. The protagonists friend then says “He got me to the fullest, even if that means bullets” this predicts something very important that will happen in the future.

The protagonist buys a Honda civic and takes his friend on a journey and when they arrive at their destination the man pulls him out his seat and throws him on the floor and pulls out a gun and shoots him. This is a drastic turn to this music video which none of the audience would be expecting to see.

The images at the start of the music video appear again showing his body bleeding from the shotgun shown through pov shots. and the man steals the protagonists car which is a turn for the worse. A long shot birds eye view is used to show both the protagonist on the floor and his “friend” driving off with his new car that he has just bought. The lyrics wake up can be heard in the background.

The same as the start begins however we are shown a pov of the man who shot the protagonist. The songs then begins again with the same concept of him waking up and going to school however he is not new to the school and he is the one that befriends the new boy. The audience are shown a completely different lifestyle of the man not caring about school, taking drugs and drinking. A car is opened to reveal a shotgun with another man saying all you got to do is kill an innocent man. We see the man trying to choose his victim. and we see the other mans point of view to the situation where he was taking advantage of him so he could kill him to become part of a gang.

Then the final scene is of the man killing the innocent man and he becomes part of the gang.

Martin Garrix & Matisse & Sadko – Forever (9)


This music video begins with an establishing shot of the hills and wildlife with the protagonist standing in the centre of the screen, this is to set up for what is going to happen in the music video. The camera pans to the right to reveal more of the beautiful scenery and mise-en-scene that the protagonist is standing on. This cuts to a medium shot behind the protagonist facing his back in what seems to be a churn from the large windows the audience see in the middle of the screen. the lighting is full of red tones which could represent hurt, love or evil and the protagonist takes a couple of steps forward this then cuts quickly to the protagonist walking along a field with nothing behind him and once again cuts back to the protagonist in this red room holding what seems to be a chain. He then holds his face looking very upset while the red light shines on his face.

A long shot is used to show a black background then lights appear to turn on to reveal the back of a motorcycle in a garage. the garage gets lighter and lighter and cuts to a medium shot of the protagonist walking up to the motorcycle even though there are many motorcycles in his garage. He then cleans his motorcycle and the camera cuts to a long shot of the protagonist riding down an empty road portraying loneliness as there is only one house near him as well. Through a series of montage clips we see the protagonist riding down empty roads. with the mise-en-scene looking beautiful in the hills and countryside with noting around it.

The man has to turn on the light of the motorcycle as it has now got dark and stops to check the time on his watch. The protagonist has to fill the motorcycle up with petrol. The red light that we saw before can now be seen again over the motorcycle which could portray danger. The protagonist is then filmed in the centre of the screen smoking a cigarette which could represent calmness. Then through long shots we are shown the man driving off once again. A closeup shows the protagonist sipping a cup of tea or coffee. the camera tilts up to show his facial expressions when drinking this beverage. We see him planning a route for his motor cycle and this is shown through closeups and medium shots.

The protagonist sets up and goes of on his journey after looking at his map and once again through a series of montage shots the audience are shown the protagonist driving his motor cycle, stopping to check his map and to create a new route and to look at the time.

Travis Scott – goosebumps ft. Kendrick Lamar music video analysis (8)


The first thing that the audience think about when watching this music video is evil and this is represented through the snakes the fire the blood and all the strange colors that this video uses. Therefore as the audience our first instinct is to think that this music video represents evil however this is wrong.

This music video may be a reference to the old tv show called goosebumps which was a horror show for children.

A transformiing snake appears in this video, normally satan is seen with a snake with him however the snake can also represent a transformation like when a snake sheds its skin and transforms.

Travis scott enters a club however all the people in the club are wearing masks therefore as an audience we ask who are these people in the club Travis enters.

We see them girls who were sitting next to Travis once he transformed from a burning skeleton to a human giving off the impression to the audience that these girls are satan

When travis is falling through the sky quick cuts and edits show a mask being attached to his face that is similar to the one we saw the guy wear in the club that he entered and i think this can represent the devils worshipers or people who work for the devil.

travis transforms into an angel ut is sitting in a throne in hell. The angel wings juxtapose hell and is sitting on a throne therefore Travis is trying to overcome and get rid of hell


Lemaitre – Closer (UK Version) ft. Jennie A. music video analysis (7)


This music video begins with a closeup of a piano with hands that are repeating the same chords over and over again. this then cuts to another closeup of the boy who was playing the pianos face. From this opening we can already tell that this music video is somewhat based in a school because of the mise-en-scene that is around him and on him like his school uniform.

This cuts to a medium shot of a whole school band playing the diagetic sound. there are 5 members to this school band and the teacher is the bands conductor organizing when people should play. Again the mise-en-scene tells the audience that they are a school band because of the school uniform the children are wearing. There is then a cut to show the boy playing the piano once again in a medium shot framing the boy in the middle. The audience can already tell from this short clip so far that the boy playing the piano is the protagonist because of the screen time he has had so far. Two cuts are used to show a long shot of the band playing the diagetic score and then used to show a medium shot of the band conductor smiling enjoying what the children are playing.

This then cuts to a closeup of the boy playing the piano once again therefore agreeing that he is the protagonist in this music video. The camera cuts and tilts up to reveal the band members looking nervous. This then cuts to a medium shot of the band conductor looking at the boy playing piano in an angry way. The boy is looking nervous and stressed and this is shown through his facial expressions and actions as he turn to look behind him. The camera cuts and the band conductor and the boy are shown in the middle of the frame emphasizing their importance in this scene. The boy is shown wiping his forehead telling the audience he is sweating and worried and stressed about playing the piano. Once more the camera cuts to the teacher and through the mise-en-scene and camera it portrays the teacher being powerful and angry whilst looking at the boy as he is crossing his arms showing negative body language. this then cuts back to the boy feeling stressed and he is sweating and looking like his is going to mess up.

Diagetic sound of a trumpet is heard and also shown when a boy in green school uniform is shown through a closeup of him blowing on the trumpet. He then leans on the piano and the piano cover is shown through a close-up to slam on the protagonists fingers which directly cuts to a medium shot of him looking in pain with his eyes shut. The camera quickly zooms in to his face to emphasis the pain that he is in, sweat is shown dripping down his forehead. His eyes turn red representing evil. meanwhile a cut is shown and used to show the boy playing the trumpet not knowing the damage that he is about to cause.

Through the use of various close-ups the boy is getting more bigger and muscular causing his sleeves of his shirt to rip off, his shirt to rip, his shorts to rip and for his toes to rip his shoes and poke out. Meanwhile it seems like everyone is oblivious to what is happening. The now muscular man gets up and through various medium shots his peers look like they are in shock as they have all got their mouths open.

The man snatches the trumpet of the boy and snaps it in half showing and presenting his strength and power he has thinking he is the greatest. to continue through the next shots he is shown to be destroying everything in his way like the equipment and even throwing the boy who was playing the trumpet.

This scene cuts to a new room where the boy is transformed back into his normal self creating a sculpture looking very calm. The mise-en-scene is once again a school setting as the boy is wearing his school uniform once again and is in a school classroom when building his sculpture. The camera zooms to show his facial expressions and how he is when he has not transformed into a muscular man. However a cut shows once again that he is sweating and starting to feel stressed and this is shown in a medium shot of the boy in the classroom.

A cut is used to zoom in on the boy who was playing the trumpet before this could tell the audience that the protagonist does not like being around this boy. Various cuts are used to show how many children are in the classroom and how they are feeling when building the sculptures. The protagonist is starting to get stressed when painting the sculptures roof and leans to get some glue and accidentally drops the paint all over his sculpture. The non diagetic score is heard and the drop is played when the boy drops the paint.

Once again he transforms into this muscular man and through the use of camera angles and shot types the audience are shown him ripping and breaking everything he sees to do with sculptures including his own work.

After the drop of the song a medium shot is used to show him having a doughnut in his hand about to eat it with two kids behind him playing football in the background. A worms eye shot is used to show how happy his facial expressions are and to emphasis how powerful he is as he can just transform into someone incredibly strong( or that what he though).  The ball then hits him on the head and he drops his doughnut on the floor in the puddle. Once again he becomes very angry and transforms into the muscular man with his eyes turning red and destroying everything once again including an innocent little girls bike, with her crying in the background and even a birthday cake.

The music then stops and the man is crushing the ball however it is the boy trying to crush the ball adding a twist to the ending as the man he transforms into is not real and is his alter ego of how he thinks he turns when he is angry, but he does not change at all.