1. Write down as many
ingredients
(conventions) as
possible that you
think make up an A
grade music video.
Prior Knowledge Assess
A Grade Music
Video

2. What is the key ingredient missing?
A large dash of
‘theory’

3. Star Persona
Intertextuality/Parody and
Pastiche
Commodity/Consumerism
Voyeurism
Empowerment
Objectification

4. What is the key ingredient
missing?
Commodity
Voyeurism
Level 3: Understand and apply at least one
theory through analysis and create ways to
incorporate this theory into your own music
video.
Level 4:
Understand multiple theories and be able to
argue which theory is applied. Judge which
theory is most suited to your own video and
plan ways to include it.
By the end of the lesson I will
make excellent progress by:

5. Step One: Acquiring New Knowledge
You will each be given a theory to define.
1) Can you write a 3 line definition of the
theory you have been given.
2) If not use the definition help sheet.
Read and summarise it into 3 lines to
share with the rest of the class
Level 3- star persona, voyeurism,
intertextuality
Level 4- Commodity,
empowerment/post feminist and
objectification

6. Step Two: Application of new knowledge
Watch the following video and write a
paragraph explaining how the theory you have
been given is employed in this video.
Don’t forget!! Use the technical areas to
support you wider points
Higher Order Thinking Skills:
Judge/Defend/Argue
Examine/Distinguish
Tell/Write/State

7. Step Two: Application of new knowledge
How does this video ‘represent’ Gaga?
OBJECTIFICATION
VS
EMPOWERMENT?
Higher Order Thinking Skills:
Level 4- Judge/Defend/Argue
Level 3- Examine/Distinguish
Level 2- Tell/Write/State

8. Star Persona
CRAZY!!!! – coke can
rollers, cigarette glasses,
warning tape as an outfit,
original – unique, never
done before
Sexual – wears few clothes,
cleavage etc
Independent, powerful –
doesn’t care about what
other people think
Intertexuality/Parody/Pasti
che
Parody of her star persona
Pussywagon – Kill Bill -
pastiche
Other music video refs -
pastiche
Superheroes – parody
News report
Old fashioned adverts
Objectification
Voyeurism
Looking through the
windscreen – car scene
Looking into cells
CCTV
Empowerment Commodities
Virgin mobile, diet coke,
beats, pick up truck,
polaroid, costume, close
ups – beauty shots

9. 1) 2) As a group, decide which theories will be
included in your own video and how you will
represent them.
HOMEWORK
From what you have learnt on theories this lesson, analyse two music
videos for which theories are present backing up with evidence OR
judge which theory is most supported in the clip giving reasons
why. – This is for your individual blogs
Step Four: Creative consolidation of learning

10. Plenary
Have you achieved your
learning objective?
Write 3 lines as to why.
Level 3: Understand and apply
at least one theory through
analysis and create ways to
incorporate this theory into
your own music video.
Level 4:
Understand multiple theories
and be able to argue which
theory is applied. Judge which
theory is most suited to your
own video and plan ways to
include it.

11. A star is a person whose image embodies a set of meanings (ie their
image means a range of things that are separate from their
personal/individual identity) that are instantly recognisable by an
audience.
A star is not a real person. There is a real person behind the star, but
they are merely the source of the star persona, the set of meanings
which are attached to the image. The star persona may be a very
complex thing, consisting of meanings drawn from the star's personal
life, childhood, current relationships, behaviour with friends, as well as
their performance or appearance on stage and screen.
A star persona is created when a person's image is endlessly represented
and reproduced across a range of different media. They may also have
distinct elements such as clothing/behavior that make up their star
persona, the word derives from the greek word ‘persona’ which means
‘mask’.
Star Persona

12. Media that objectify women portray women as physical
objects that can be looked at and acted upon-- and fail to
portray women as subjective beings with thoughts, histories,
and emotions.. To objectify someone, then, is to reduce
someone exclusively to the level of object.
Women are frequently objectified in the media. Men are
sometimes objectified as well--and this is not a good thing--
but the objectification of women is far more common.
When you see an image of a woman who is presented
passively, and who demonstrates no other attributes aside
from her physical or sexual being, that's objectification. Here
are some contemporary examples of women who are
commonly (although not always) portrayed as passive
objects to be enjoyed exclusively as physical
OBJECTIFICATION

13. This is the concept of stars as marketing tools
and products that can be bought and sold. This
can relate to both the stars ‘image’ or also
products that they are associated with.
Music video is essentially an advert for the
artist and can encourage the purchasing of not
only the music but associated merchandise.
Commodities

14. Voyerism
The concept of ‘looking’ and overseeing
someone without them being aware that they
are being watched.
Audiences can be put in the position of voyeur
often in music videos where women are
objectified or displayed for the sexual pleasure
of the male audience ‘male gaze’

15. Intertextuality/parody
/pastiche
Linking to the idea of music videos as ‘post
modern’ the fusion and borrowing of ideas from
other texts in music videos this may be making
ref to other TV Shows, Films etc.
Pastiche/Homage- is referencing other media texts in a
complimentary way portraying them in a positive light
Parody- Using other media texts/concepts and making ‘fun of
these in your own work

16. Empowerment
Empowerment of women, also called gender empowerment,
has become a significant topic of discussion in regards to
music video representation.
Whilst feminist readings of music videos would suggest that
women are often objectified and sexualised in music videos
(particularly in the pop and Rap genres) post feminism would
suggest that these sexual images can in fact be dominant and
who women taking control of their sexuality and being
sexually dominant and in control.

17. Each student given a theory
Given defs- summarise in one sentence and
share with the class
Bear this in mind when watching
Gaga/telephone

18. Telephone Video

19. Feedback key areas

20. • On the wall- write up what you found about
each of the theories start with your own
• Present back to the class
• AM go over the key aspects
• Debate- empowerment/objectification
• Blooms QS on the video

21. Task:
Go to your genre station and you will have
30 mins to research/analyse and assess your
genre
Complete the receipe sheet rwady for your
cooking demo-what are the essentail
ingredients for your genre as well as a ‘pinch
of theory.

22. Label up your ingredients ready for the
cooking show
• Film show
• Bake cakes
• While they cool in the fridge
• Edit your video with real clips
• Screening and eating plenary

23. Re-vist objectives
Rate card
WHY? Blooms skills