The Music Industry Part 2 – Please read and listen to this before you tackle the task in classroom

The Big Three – AKA The Major Labels

The Big 3 labels are dominant players in the music industry.

They are in turn owned by massive media conglomerates.

But, what is a conglomerate?

Slide show on conglomerate in classroom.

So, what does a record label actually do?

And who are the Indies?

This article outlines some of the best indie record labels on the scene.  Click on the arrow on the right of the photo to see who the label is.

Task 1

In groups complete the allocated slide for one of the record labels you have been allocated. The Slideshare is in classroom.


Remember when you see a term like ‘institutions’ in a question, then you are being asked to consider those who are responsible to making the media (labels, producers, performers etc).

When you see the term ‘ global institution’ you are specifically looking at the ‘Conglomerates, The Big 3.’

When you see the term ‘audiences’ you are looking at those who consume the music – you.


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The Music Industry – Part 1

Introduction to Audience and Institutions (The Music Industry.)


Watch the video below and answer these questions.  

Music Ownership & Production – A changing model

This video alone, could give you several really helpful different case studies to use as evidence in an essay about the issues around:

  • Ownership (Kobalt, Universal)
  • Institutions (Capitol, Sony)
  • Production (Jacob Whiteside, Radiohead)
  • Distribution: (Spotify)

Home School – Day 1 and Day 2

Before we start the Music Industry, you have two days to complete the blog. Ensure all the posts are done and the blog league is updated by Wednesday morning.

On Wednesday we will start the Music Industry.

If you are up to date, then revisit guernseymedia on youtube and watch as many of our previous videos as possible and watch professional videos of your preferred genre.

Also, don’t forget to think of ‘symbolic’ ways to tell a story. Many of you are opting for naturalistic and illustrative narratives – think of visual metaphors.

Good luck and keep us posted.

WORKING FROM HOME – Final instructions and tasks before you leave

This is important as we are now going to complete a module for Component 1 on the Music Industry and we need a page to post the resources, tasks, videos and work for you to complete at home.


You should also check daily your EMAIL, CLASSROOM but MOST OF ALL THIS BLOG ON MUSIC INDUSTRY.

Please log in to your blog.

  • Click on +NEW on the top menu
  • Click on new page
  • Publish
  • Go to Appearance – Menus
  • Select Music Industry
  • Add to Menu
  • Publish
  • Save at the bottom

MUSIC INDUSTRY will now appear as a new page in your Menu alongside Component 1 and Component 3


Please complete the Lip Sync edit at home if you don’t have time at school – you need 20-30 seconds of really exciting footage that is lip synced well.

If you have to complete this at home on WEVIDEO then make sure you upload the D Drive folder and MP3 to your Google Drive.

If you don’t have the clips on Drive – we will share them with you asap as they are taking ages to upload individually or they will be on Wevideo.

Read the post below as to what you should be reflecting on.


You will be expected to complete all posts up and including the Lip Sync and reflection.

We will then be ‘hiding’ the production posts and will return to them later.

Instead there will be new section called MUSIC INDUSTRY that you will be expected to use whilst we study this module from home. It is a way of you knowing you are keeping up with your studies and an easy way for us to see what you are doing.






Lip Sync

Taking the footage that you made at the College of FE, you must now do your best to lip sync it to the original track.

This is an individual task so you will be forced to find your way around the premiere pro interface.

Add some transitions, filters, colour, titles if you wish and then render it and export it.

Consider the following in your reflection:

  • Why is ‘skilled’ lip syncing important to the star image?
  • What tips could you give to your performer in advance of recording?
  • Why is it important to get an actor who ‘looks like the voice’ i.e. pay attention to the grain of voice?
  • What technical tips have you gained from Premier pro/wevideo to help edit a lip synced section? Markers?
  • What would you do differently to improve the final edit (transitions, green screen, filters?)



Your mini pitch

Using a slideshare and having listened to several songs, choose one that you have a ‘vision’ for.

  • Embed the MP3
  • Embed the lyrics or the lyric video
  • Complete a word cloud with @ 20 descriptive words, adjectives, adverbs, nouns that come to mind when you listen to the song.
  • Complete a very brief 2 sentence description of the narrative
  • Complete a very brief 2 sentence description of the performance

Once this is complete you will find out who is in your group and you will pitch your own idea to each other and then choose one to carry on and complete a really full, detailed pitch that you will present to your teacher.


Advice on Choosing a Song

Choosing a Song.

    • Start with thinking, ‘Who will perform this?’ and work from there. Perhaps opt for a solo performer to make organisation easier.
    • If possible choose people from within your class who could perform/act.
    • Don’t choose something that is well known.
    • Don’t choose something too long, 3.5 minutes is plenty.
    • Album tracks or cover versions are useful options Beware of Warner Music Group and its associated record labels as these will just be taken down/blocked.


  • Avoid showing or referencing overtly sex, smoking, drinking, drugs as the majority of you are under 18 and, probably, so are your target audience.
  • Best to avoid mimed dialogue as it looks odd and people tend to laugh.
  • Avoid ‘dancing’ unless you can show us it will be ‘theatrical/performance’ based.  Synchronised swimming out of water is not useful to any narrative. Choreographed street dance etc for relevant genres is good – as long as you have skilled practitioners who don’t mind doing it, again and again and again.
  • Think about your performers:  are they available, will they be happy to film possibly on several occasions?  Do they have stage and film presence?
  • Do you have access to instruments, transport, locations and if not – focus on a single performer with no instruments.
  • Risk: We need to risk assess everything so unless you have access to firemen and adult lifeguards – fire and water are out of the equation.
  • Think: doable, can I film this in two shoots? Studio shoots are not good quality light wise. Some of the best videos are the simplest but well shot and well dressed and well edited.

Please listen to music on these site for inspiration:

Montage Planning – Storyboard

This week you will be working in groups of 3.  You will not be assessed on how good, bad or ugly the montage is, rather how you reflect and evaluate the process and the results.

You will have chosen a brief that will consist of either a proverb/word pair or a combination of the two as your source of inspiration to create a montage lasting no more than 40 – 60 seconds – that will convey the ideas, issues, themes, moods, emotions that are suggested within the brief.

Using your allocated Proverb/Word Pairs, you will create a storyboard.  However, you decide to do this, you will have at least 20 shots for 40 seconds of film.  Include:

  • an image – stick people will do
  • type of shot – LS, CU, Tilt, Pan etc
  • description of facial expressions/action/object

POST IT NOTES – allow you to move shots around without re-drawing everything.

  • Image result for how to storyboard using post it notes


Story Board 01

Image result for storyboarding on a sheet

Additional Information:

  1. Remember to remind your actors of any specific costumes they might need and you and your partner need to organise props, locations  around the school etc.


Also here are some top tips about filming technique

  • Use a Tripod.
  • Film everything at least twice.
  • Start the camera before the actors perform and don’t stop before they finish – 3,2,1 Action.
  • Ensure the actors do not break continuity although with a montage a few rules can be broken.
  • Experiment with movement (pan, tilt etc) but make sure you have the money static shots.
    • Move the Camera and re-frame  so take the shot from various different angles, distances to create visual interest and variety.
  • Think about depth of field, rule of thirds and lead space (in front of where the actor is looking / walking).
  • Remember the 180o rule although in a montage this is less important.
  • Don’t forget your close-ups – reactions, important objects and significant events

It’s also a good opportunity to look at the assessment criteria relating to filming and ensure that you take those into account during your planning and filming. They are:

1. Holding a shot steady
2. Framing a shot
3. (Shooting a) variety of shot distances

You should do the following in the post:

  • Outline the task and what you are learning (use the success criteria in red above)
  • Embed the video
  • Embed and link the storyboard as a pdf (scanned from Photocopier)
  • x 3 bullet points of strengths
  • x 3 bullet points of weaknesses
  • Summarise what you have learnt about montage editing in preparation for your music video production.  How could this approach to ‘narrative’ help with your own music video?