Advert Conventions

To allow us to create our own advert, we had to understand the conventions of an album advert. We did our own individual research and analysis on an artist of our choice that is in the same genre as our products. I decided to analyse The Killer’s advert.

This is my analysis:

the killers conventions of album advert

Digi-pack conventions

Here I have explored the conventions of which a digipack has. The conventions include:

  • image (photo of the band/artist, type)
  • copy (album title, name of band/artist, font and size)
  • colour scheme
  • spine
  • logos (band/artist, record label)
  • copyright information
  • barcode

The digipack I have decided to use is 5 Seconds of Summer’s album.

5sos digipack5sos digipack.png 2


Previous Student’s Work – Digipak

Our task was to review a previous student’s digipak which goes alongside their own music video they created. We used this level ladder to assess their work:

level ladder - PSW - digipak

From doing this task, it gave me plenty of ideas for my own digipak and a good understanding of what is required to get the best mark possible. Likewise, I learnt that it’s vital to have continuity throughout the digipak to explain the type of artist they are and the genre of music they produce.

This was the digipak that I chose to assess and the images below:

Front cover:

PSW digipak

Inside left cover:

PSW digipak.jpg 3


Inside right cover:

PSW digipak.jpg 4

Back cover:

PSW digipak.jpg 2


Click here to see my analysis:

PSW digipak

Evaluation of Swede

  • What lessons did you learn about planning and the use of Storyboards/Shot Lists and Production Meeting Agendas? Why are they important when out on shoot?
  • From my experience, I learnt that planning with the use of storyboards, shot lists and production meeting agendas is crucial in order to carry out a successful final product. They allow you to plan everything in detail which gives you a clear understanding and a simple, quick process on the day of production.
    • TARGET: make sure that we are organised so that when it comes to filming, it runs smoothly.


  • What should the camera operator be doing whilst filming? 
  • They should be referring to the storyboards/shot lists to ensure that they have all the footage possible and so they don’t miss anything out. Furthermore, make sure they have the camera in the correct place and that there’s not anything in the background that shouldn’t be there.
    • TARGET: before you start filming, double check you have the right angle to avoid having to re-shoot.


  • What lessons did you learn about directing people in front of the camera? What information do they need to know about their character / their performance style? How can the director get them to relax and have confidence in front of the camera in order to perform well? 
  •  When directing people in front of the camera, you’ve got to be clear and confident in what you’re instructing them to do. This is important so that you don’t confuse the actors/actress’s. To get them to have confidence and to relax I would get them to do the performance first without the camera to make sure they’re okay with it and then film them.
    • TARGET: be clear when telling instructions to actors/actress’s.


  • What lessons did you learn about filming the performance for your production?
  • We learnt that when filming performance, the best way to do it is by filming the entire performance multiple times from different angles so that you don’t miss any shots and then when it comes to post-production you can cut between clips.
  • TARGET: film performance from different angles and record full performance each time.


  • What did you learn about editing and post-production?
  •  I learnt how to edit so that the lip syncing is as precise as it can be. Plus, editing to the beat is essential so that the video runs smoothly along with the song.
    • TARGET: make sure to edit to the beat.


  • What did you discover about the use of conventional Mise-En-Scene for music videos?
  •  The use of Mise-En-Scene is so important so that the audience can understand the type of band/artist they are and the genre of music they play.
  • TARGET: choose mise-en-scene that reflects genre and band/artist.

The Full Swede

Once each group had completed their own swede sections, they were all put together to create the full swede music video.

This is the complete swede.

My section of the Swede

We were put into groups and each group was allocated to a specific time in the music video. We filmed and edited together in order to produce this video. We learnt many skills in the process including editing to the beat, how to get lip syncing perfect and many more.

This is our section of swede.

The Swede – Echosmith

We were set a task to re-create an already existing music video shot by shot. The purpose of this is to give us an insight into what it’s like into creating a music video and to help us prepare for the A2 course. The skills we will learn will be valuable to us when it comes to us creating our own music video for example, editing to the beat.

This is the original music video:

In order to re-create the music video, we created a performance shot list so that when it came to filming, this made it an easier and quicker process. From doing this, it helped us with the types of shots that we could include in our own music videos.

This is my performance shot list:

performance shot list


Another part to re-creating this music video was to create a narrative storyboard. Again, this was shot by shot and it helped us when coming to filming.

This is my narrative storyboard:

storyboard for narrative - swede


We had to complete a production meeting agenda for both narrative and performance parts of the video. In this task, we had to find out who our performers are going to be and what character they’d be, the costumes, props etc. This made it easier for us to get everything together and from this, we learnt how organised you have to be in order to carry out a successful music video.

This is my production meeting agenda:

production meeting agenda - swede

Previous Student’s Work – Music Video

Our task was to assess a previous student’s music video by choosing which level they would fit into and comment our reasons why.

This is the music video which I have chosen to peer assess:

This is the assessment sheet:

Media - PSW - Music Video


I’ve learnt that there’s many elements including technical production skills and media conventions that you’ve got to consider in order to carry out a successful music video. It’s so important to create a distinct image and have a good narrative so that it’s pleasing for the audience.

Star Image

I have created a Pinterest page based on the artist I have already been studying who is 5 Seconds of Summer. Their brand includes them featuring in photoshoots, their own merchandise, themselves live on stage and promotion of their CD’s and albums which gives us an overall feel and insight into the band and their meta-narrative.





Detailed Music Video Analysis

In this post, I chose an artist’s music video which I could analysis in detail. I included aspects such as content ratio, themes and inter textual references which I have done before in my previous post. Along with this, I also mentioned the style of music they make/perform, if it’s a narrative or performance type video and mise-en-scene.

The music video I have chosen is Don’t Stop by 5 Seconds of Summer which you can see below:

This is my detailed analysis of this music video:

5sos dont stop