Shreya Sperryn

Information on your target audience and how you are attracting them: “Another Brick in The Wall – Pt 2” seems most relevant to the 16-25 target audience as the original message of the video is protesting bullying and maltreatment in the education system This song would appeal to the socially conscious, middle to upmarket demographic as it is a very popular current movement advocating mental illnesses such as anxiety, depression and lack of support in the education system.  It can also be interpreted as a protest against exams and the education system itself. The emphasis on learning a syllabus and mark scheme inside out instead of learning creatively may make students enjoy school less At the end of the movie, the protagonist (Pink) is shown to have developed mental illnesses as a result of past events. As previously mentioned, these topics would have relevancy to the target audience, with some in education and having experienced bullying or unfair treatment.  ...

My new logo fo r P sychedelic Shock This is the logo I have made to serve as the new logo of Psychedelic Shock, for my coursework. It is made up of three important and thoroughly considered elements. They consist of the Psychedelic Shock band name, the illustration of a monster-teacher inside the ring and the ring itself.  The thought behind the monster-teacher illustration used, was that it is actually an original illustration for the Pink Floyd 'The Wall' album, and it illustrates my song choice very well. It is by Gerald Scarfe who is an English cartoonist and illustrator. the style of the illustration is very typical of Scarfe's style. I also thought it was important to include this because Scarfe did a lot of illustrations for Pink Floyd posters and albums.  The second important element is the Psychedelic Shock band name, which allows for easy recognition. It is also in a circle, as it allows badges and iron on patches to be made for fans as merchandise....

I have chosen to use ‘Another Brick in the Wall’ by Pink Floyd as I have seen ‘The Wall’, the film that accompanies it. ‘The Wall’ provides a narrative to the fictional character ‘Pink’ and his life, fabricated by Barrett and Water, two band members.  Some of Barrett’s tough life experiences have been portrayed in the film, including his mental breakdown, due to psychedelic drugs and substance abuse leading him to leave the band. This caused him to become erratic and develop schizophrenia and contributed to pancreatic cancer and other events. These events make up the metaphorical “bricks” (events in life that shape our future) in “the wall”. The first “brick” refers to Pink’s father leaving the family for war, and the second, marks his school experiences, of being mocked and ridiculed by his teacher. Having heard the full album, I have chosen to focus on “Another Brick in The Wall – Pt 2”, as it seems most relevant to the 16-25 target audience as the original message...

Key element to include                                         Dark lighting/ no bright lighting -  like ABBA Money music video Continuity shots - not too many flashy transitions could have some variation of transitions - but focus is on footage Performative elements - children lip syncing some form of basic narrative - understandable storyline props - school books, pens, pencils, tables, chairs costume - possibly in uniform hair and makeup - not neat and tidy/ doesn't have to be scruffy more than 2 locations/ setting - school, infront of a wall/courts/field colours or maybe filters - like ABBA Money music video element of intertextuality - wall

Description of my target audience Clothes/style: not necessarily a fashion, just normal clothes at the time. Typically male but still some females fans, t-shirt (merchandise t-shirt), bell bottom jeans, hair to the shoulders or longer sometimes a shirt with a bright pattern  Diet: beer/ alcohol and some drug use (mainly social influence/influenced by idols and partying). Eat full meals at home but they don’t make the meals, they just eat them, they go to the diner to hang out with friends and snack on chips and other snacks. Lifestyle: Rocker fan lifestyle partying a lot, few long-term relationships. They tend to be one-night things, slim and some muscle, but they don’t go out of their way to exercise. Likes to get high with friends, when socialising and sometimes in free time. Pop: Social group, socially-conscious, 16–25, middle to upmarket demographic  Music taste: Experimental and psychadelic Pink Floyd and also Radio head,...

Dear Sir/Madam Re: Permission to use a song in A Level coursework. I am writing to you to seek permission to use the track ‘Another Brick in the Wall Pt 2’ from the album The Wall by Pink Floyd.  I am currently in year 12 and I study Media as one of my A Level options. For part of my course, I am required to make a three-minute music video, which will be seen and assessed, only by my teacher. I have grown up all my life listening to Pink Floyd music, even from a young age. I love both the song and music video (which I know makes up a section of the movie, which I have also seen). Please note that this is for private school use and would NOT be for public consumption. Also, I own a hard copy (CD) of the album which was purchased some time ago.  I would be grateful if I could have permission to use this track (without the video) and I would ensure that all relevant accreditations needed, would be included. Yours faithfully, Shreya Sperryn  (6 t...

Waterloo Road mise-en-scene analysis     Possibly a science lab, or just a classroom with educational resources/materials on the walls. Students either sitting in uniform or 6th form clothes. In a lesson, not wanting to pay attention to the teacher. Daytime, so lighting shouldn't be too dark at anytime, but the lighting cannot be too bright to the point where it reflects a happy and optimistic mood, as the song is rebelling against school. Could possibly have some shots of the kids messing up the classroom. Kids lip-syncing the chorus in the library.

ABBA- Money, Money, Money music video analysis 1. Cinematography: very quick short pans, in time with the music. Continuity shots to the music, increases the pace of the video Editing: quick short shot durations. Sound: non-diegetic to start Mise-en-scene: busy street. Well-groomed hair, nice clothes. Bright lighting too. What I would like to do that is similar: I would like to have shots cut to the timing of the music and continuity shots. 2.  Cinematography: sudden zoom in Editing: continuity shot to her face turning, allows for the performative element to flow Sound: all diegetic. Performative element fits in time Mise-en-scene: dark lighting, face half lit. stylish hat and hair What I would like to do that is similar: Dark lighting on face, during lip-syncing  3. Cinematography: focus on money falling onto surface, and shining Editing: continuity shot to money falling, in time with t...