Wednesday 2 December 2015
Tuesday 1 December 2015
Textual Analysis 2 - Ed Sheeran - Give Me Love
Ed Sheeran - Give Me Love
The reason I have chosen to analyse this as my second textual analysis is because this is yet another video that represents the need for love from someone who the artist cannot have or is not there, linking well to my initial ideas and the song I have chosen. It also links in with my firs textual analysis, because it has both the same meaning and relatively the same idea behind it.
Cinematography:
Unlike Pink's Family Portrait video, a number of various cinematography techniques have been used. However, of the shots used, many are similar to my first textual analysis. One of the similar shots is the use of high angle shots, in this case, particularly at the start of this video. This is used so that the audience can get an idea of what is going on in the video and can have time to analyse the possible storyline in the video. Many medium close ups are also used in this video, much like in my first textual analysis. They have been used in this video so as to represent how the female protagonist is feeling ( in this case very sad and emotional, and, much like with Mad World and Family Portrait, her life is spiralling downwards and all she needs is love because her life is continuing to go downhill and nothing is changing). The female protagonist also, at many points in the video, engages in conversation. Due to this, two shots have been used, much like in my first textual analysis. The only difference in this video is the fact that at some points, while the character engages in conversation, shot reverse shots are used every now and agin, just to show to the audience that the character is talking to other people and having a conversation, most likely so the video does not get boring due to the fact that there is pretty much only the female antagonist present. Pull focus shots are also a big thing in this video unlike in my first analysis,
Mise-en-scene:
There are many similar mis-en-scene aspects in this video as there were in my first textual analysis, for example, the dark, misty lighting and the brick walls and enclosed spaces. However, there are quite a few differences, one of these being the amount of makeup the female protagonist is wearing. In Pink's Family Portrait, the female protagonist is wearing extremely minimal makeup, and it could almost be said that she is wearing no makeup at all - that is the idea that the industry would want to give off. In this video, however, the protagonist is wearing very dark eye makeup and dark lipstick, possibly to fit in with the theme of the video. As well as this, jewellery is also presented in this video, contrasting greatly to that of my first textual analysis. The female protagonist in my first video is wearing little to no jewellery whatsoever, contrasting to this video, where the female protagonist is wearing many necklaces and bracelets etc. The clothing, however, is presented in the same way; very plain clothes with no colour or shape for example. Because of this, it is likely that I will dress my actors and actresses in plain clothing with little to no colour, along with slight makeup and some jewellery.
Sound:
There are many differences in sound in this video, the first being at the start of the video, instead of going straight into the song, the image plays for a good 30 seconds so the audience can get an idea of what is going on in the video before they hear the actual song. In some ways this is more affective than going straight into the song, as the audience will have the chance to get a grasp of what is going on. Later. non-diegetic sound is used the whole way through the video, as with most music videos today. Towards the end of the video, the song, again, fades out, giving the audience more time to actually think about the song so it therefore has more meaning. This is quite apparent in most modern music videos, as, according to most, most music videos have a lot more going on in them, meaning there is more to take in. This means that the audience has more chance to take in what has actually been going on in the music video, hence why, in my music video, I will fade my video out gradually.
Editing:
Like my first textual analysis, the shots in this music video also tell a story, the same as they do in my chosen music video. The shot order is, again, chronological, meaning that there is a lot of verisimilitude going on in this video. Continuity editing is used to make sure the audience know what is going on and that the video physically makes sense. This video, however, tells a much more complex story than that of my first textual analysis, which makes it surprising that the same basic editing skills have been used throughout. This could have been used so that audience can focus more on the story that the video is telling.
The reason I have chosen to analyse this as my second textual analysis is because this is yet another video that represents the need for love from someone who the artist cannot have or is not there, linking well to my initial ideas and the song I have chosen. It also links in with my firs textual analysis, because it has both the same meaning and relatively the same idea behind it.
Cinematography:
Unlike Pink's Family Portrait video, a number of various cinematography techniques have been used. However, of the shots used, many are similar to my first textual analysis. One of the similar shots is the use of high angle shots, in this case, particularly at the start of this video. This is used so that the audience can get an idea of what is going on in the video and can have time to analyse the possible storyline in the video. Many medium close ups are also used in this video, much like in my first textual analysis. They have been used in this video so as to represent how the female protagonist is feeling ( in this case very sad and emotional, and, much like with Mad World and Family Portrait, her life is spiralling downwards and all she needs is love because her life is continuing to go downhill and nothing is changing). The female protagonist also, at many points in the video, engages in conversation. Due to this, two shots have been used, much like in my first textual analysis. The only difference in this video is the fact that at some points, while the character engages in conversation, shot reverse shots are used every now and agin, just to show to the audience that the character is talking to other people and having a conversation, most likely so the video does not get boring due to the fact that there is pretty much only the female antagonist present. Pull focus shots are also a big thing in this video unlike in my first analysis,
Mise-en-scene:
There are many similar mis-en-scene aspects in this video as there were in my first textual analysis, for example, the dark, misty lighting and the brick walls and enclosed spaces. However, there are quite a few differences, one of these being the amount of makeup the female protagonist is wearing. In Pink's Family Portrait, the female protagonist is wearing extremely minimal makeup, and it could almost be said that she is wearing no makeup at all - that is the idea that the industry would want to give off. In this video, however, the protagonist is wearing very dark eye makeup and dark lipstick, possibly to fit in with the theme of the video. As well as this, jewellery is also presented in this video, contrasting greatly to that of my first textual analysis. The female protagonist in my first video is wearing little to no jewellery whatsoever, contrasting to this video, where the female protagonist is wearing many necklaces and bracelets etc. The clothing, however, is presented in the same way; very plain clothes with no colour or shape for example. Because of this, it is likely that I will dress my actors and actresses in plain clothing with little to no colour, along with slight makeup and some jewellery.
Sound:
There are many differences in sound in this video, the first being at the start of the video, instead of going straight into the song, the image plays for a good 30 seconds so the audience can get an idea of what is going on in the video before they hear the actual song. In some ways this is more affective than going straight into the song, as the audience will have the chance to get a grasp of what is going on. Later. non-diegetic sound is used the whole way through the video, as with most music videos today. Towards the end of the video, the song, again, fades out, giving the audience more time to actually think about the song so it therefore has more meaning. This is quite apparent in most modern music videos, as, according to most, most music videos have a lot more going on in them, meaning there is more to take in. This means that the audience has more chance to take in what has actually been going on in the music video, hence why, in my music video, I will fade my video out gradually.
Editing:
Like my first textual analysis, the shots in this music video also tell a story, the same as they do in my chosen music video. The shot order is, again, chronological, meaning that there is a lot of verisimilitude going on in this video. Continuity editing is used to make sure the audience know what is going on and that the video physically makes sense. This video, however, tells a much more complex story than that of my first textual analysis, which makes it surprising that the same basic editing skills have been used throughout. This could have been used so that audience can focus more on the story that the video is telling.
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