Friday, 14 October 2011

Nirvana - Smells Like Teen Spirit Brief Analysis



This video showcases the bands raw talent. The location is small with a low-key lighting and smoke effects to represent the atmosphere and mood of the song, which is angry and frustrating. The setting appears to be a school gym due to the quick shots of a basketball hoop and the crowd on the bleachers. The band is supported by a large group of teens, which link back to the song title about teen spirit. Also linking to spirit, the band has cheerleaders present in the video, which is a stereotypical American activity found in a high school gym.
Progressing through the video, the spectator’s spirits seem to have lifted as they begin merely sitting nodding their heads and end up jumping on their feet. The bridge acts as a build up to the climax of the chorus that sees all of the teens ‘moshing’ and reflecting the revolutionary attitude of the band. The ‘moshing’ is also in a slow motion to show the raw emotion created by the music.
All of the aggressive ‘moshing’ and jumping, along with the smoke effects and dim lighting, create an angry teenage tone to the video and compliments the bands music well.


Link to video

Production Schedule

SUNDAY 9TH OCTOBER
- Bobbits lane forest and fields
-Camera, tripod, additional memory card, digital camera, umbrella.
-All cast
WEDNESDAY 12TH OCTOBER
                        -House 1
                        -Camera, tripod, additional memory card, glass, digital camera, umbrella.
-All cast
FRIDAY 14TH OCTOBER
                        -House 2
            -Camera, tripod, additional memory card, radio, post it notes, calendar, items of boys clothing, cardboard box, digital camera.
-All cast
SATURDAY 15TH OCTOBER
-House 3
-Camera, tripod, additional memory card, radio, items of girls clothing, CD’s, digital camera.
-All cast
WEDNESDAY 21ST OCTOBER
-Bobbits lane forest and fields
            -Camera, tripod, additional memory card, digital camera, umbrella.
-All cast

Props & Costume List

Sequence 1
Props                 
-None
Costumes
-Male; jeans, tshirt, hoody, trainers
-Female; jeans, tshirt, cardigan,  shoes
Sequence 2
Props
-Glass
-Water
Costumes
-None
Sequence 3
Props
-Bed
-Pillow
-Duvet
Costumes
-Pyjamas                 
Sequence 4
Props
-Phone,
-Blinds                 
Costumes
-Pyjamas
Sequence 5
Props
-Bathroom door
Costumes                 
-Pyjamas
-Male; Jeans, tshirt
-Female; Leggings, jumper
Sequence 6
Props
-Ipod
Costumes
-Male; Jeans, trainers, tshirt, coat                 
Sequence 7
Props
-Mirror
-Radio
-‘Memories’- post it notes, calandar, clothing, CD’s
-Cardboard box/bin bag
-Coat
Costumes
-Male; jeans, jumper
-Female; jeans, jumper
Sequence 8
Props and costume same as shot 6
Sequence 9
Props
-None
Costumes
-Same as shot 7

Risk Assessment

Hazard: If it rains (water)
What could cause harm?
Water getting into the equipment and electrocutions if being held by a team member.

What is the likelihood of this happening?
Very likely if it rains.

Who or what would be harmed?
The equipment will be harmed and possibly a team member also.

How much harm?
A lot if it rains substantially and a team member happens to be holding the camera.

Applying the following priorities, how will this risk be managed?
(1)   Eliminate. (2) Reduce or substitute. (3) Isolate. (4) Control. (5) Personal protective equipment


Hazard: Obstacles getting in our way.
What could cause harm?
Tripping over an object such as a tree branch etc.                                    

What is the likelihood of this happening?
Very likely in a forest where branches could have fallen.

Who or what would be harmed?
Equipment and/or team members.

How much harm?
A lot if someone trips on a branch and drops a camera.

Applying the following priorities, how will this risk be managed?
(1)   Eliminate. (2) Reduce or substitute. (3) Isolate. (4) Control. (5) Personal protective equipment

Hazard: Glass.
What could cause harm?
Cutting yourself on broken glass.

What is the likelihood of this happening?
Likely if proper precautions are not used.

Who or what would be harmed?
Team members.

How much harm?
A lot if someone gets glass stuck in their skin.

Applying the following priorities, how will this risk be managed?
(1)   Eliminate. (2) Reduce or substitute. (3) Isolate. (4) Control. (5) Personal protective equipment

Song Structure Annotation

0 -0.20 seconds: Instrumental opening
0.21 – 0.39 seconds: Verse One
0.40 – 0.60 seconds: Chorus
1.01 – 1.05 minutes: Instrumental
1.06 – 1.25 minutes: Verse Two
1.26 – 1.45 minutes: Chorus
1.46 – 2.06 minutes: Verse Three
2.07 – 2.16 minutes: Instrumental
2.17 – 2.37 minutes: Verse Four
2.38 - 3.00 minutes: Instrumental to end



Instrumental opening

Colour, split screen – clouds passing from eye line of couple lying down in field, they roll over to see each other lying. Zooms into eyes to show clock rewinding (both film the shot and merge together using layers). Boy will be on right side of screen as if it is from the point of view of the girl. And visa versa.
Black and white, super slow motion– glass falls onto floor spilling water. Shot from table and floor. Cuts to floor shot on impact.

Verse One

Colour, split screen – lying in separate beds; boy now on left and girl on right. Roll in to face each other, get out of bed to the outside of the screen and stand up. Roll up blinds and walk to bathroom. Shot seeing them walk into bathroom and coming out ready.

 Chorus & Instrumental

Colour, full screen – Boy walking on his own through empty forest lip syncing. Fade to black to show the end of that day.

Verse Two

Colour, split screen – both walk into room, look at themselves in the mirror and turn on radio. Girl throws memories into a box while boy collects her things together. She then puts her coat and shoes on after giving up and walks out of the door while he is still looking through her things. First time they are doing something different.

Chorus

Colour, full screen – same as before with the boy lip syncing walking through the forest.


Verse Three

Colour, spilt screen – boy carries on walking through same forest as chorus and girl is seen walking through forest also. Seen walking towards each other but actually just go through the centre of the screen and swap places.

Instrumental

Colour, split screen – boy can see girl walking from point of view shot but girl is oblivious; she has a point of view shot of just walking along.

Verse Four

Colour, split screen – talk together for a bit using different shots and end up hugging and making up. Using point of view shots of the hug, covers up lenses to fade to black and show them together for the instrumental at the end in a full screen.

Instrumental at the end

Colour, full screen – fades from black to them hugging and walking off, ending laying in the field, fading into the clouds.

Treatment Questionnaire Feedback


After presenting our treatment to a group of people within our target audience, we handed out a short questionnaire.

We compiled all of the results and came to the following conclusions.

·      All of our sample thought that the narrative appealed to them
·      The location choices were agreed by all that they set the appropriate mood and complimented the narrative
·      The majority of the group thought that the loose relationship between the lyrics and narrative suited the video concept
·      All of the sample agreed that the split screen was a good technique to use to enhance our video and divert it from being generic
·      The added effect of black and white and the symbolic action of the glass smashing was clear to the sample and easily understood
·      The majority of the sample believed that the lip syncing will help them to identify with the character

However following these conclusions it is clear to us what we need to improve and enhance during the filming process and editing stage. The lip-syncing needs to be accurate and the character needs to show emotion whilst performing the lyrics to allow identification and empathy between the character and audience.
We also need to include a variety of camera shots during the lip sync sequence so that it maintains the pace of the music video.

Treatment Questionnaire

Age: 17/18                  Number of people surveyed: 12

Please can you write the number of people on your table above and write the number of people who answered each question yes or no next to the appropriate response.
1.    Is the conventional narrative something that appeals to you?                       
Yes:    12
No:
2.    Do you think the location choices set the mood and compliment the narrative?           
Yes: 12
No:
3.    Do you think the decision to create a loose relationship between the lyrics and action suits the music video?      
Yes: 10
No: 2
4.    Does the idea of the split screen complement and enhance the narrative?      
Yes: 12
No:
5.    Do you think the use of black and white and a glass smashing to symbolise an argument is clear and concise?  
Yes: 12
No:
6.    Do you think lip syncing the lyrics will help you identify with the character?  
Yes: 9
No: 3
7.    Are there any improvements you can suggest or any questions regarding anything said in the treatment? Variety of camera shots