Blog Post 2: Subverting Music Videos and Subversive Music Videos

Blog Post 2: Subverting Music Videos and Subversive Music Videos 
* Note the 12 month-recent production requirement has been changed to 24 months
You have two options for this assignment, and each has unique requirements and parameters.

Option A: Subverting a music video (a positive and transformative video-remake)

Due Sunday by 9pm (no blog buddy feedback)
You may work with any number of students from the class on the creation of a subversive music video (or work solo) using a song produced within the last 24 months.

Option B:  Analyzing a subversive music video

Due at the same time as all other blog posts due on Friday, with same Buddy-Feedback Deadline
You must write this assignment individually on a subversive music video that was produced within the last 24 months.

However, regardless of your choice of option A or B, you will need to choose a song/video that was produced (or released) in the last 24 months and post the following by Thursday at 11 pm (as a comment in the comments section on this blog post):
1.    Your name (if you’re working with a group for option A, one member of your group should do this commenting for the group as a whole, including the names of the group’s members)
2.    Choice of Option A or B
3.    Whether you’re working solo or who is in your group (option A only)
4.    Which song, artist, and the year it was produced.
NO GROUP (Option B only) OR INDIVIDUAL MAY WORK ON THE SAME SONG BY THE SAME ARTIST.  Whoever (regardless of option A or B) posts the song/artist first gets that song/video to work on. Each analysis and video must be on a unique song/artist.

Option A: Subverting a music video  (a positive and transformative video-remake)
Due Sunday by 9pm (no blog buddy feedback)
You may work with any number of students from the class on the creation of a subversive music video (or work solo) using a song produced within the last 24 months.

The images in your video will illustrate the marginalizing/oppressive messages that are sent/reinforced by the lyrics of the song.  The goal is similar to the strategy of one of your readings on music videos and representation; therefore, the images should not reinforce the lyrics, and instead point out the marginalizing messages sent by the song to viewers who may not otherwise take notice of the overt or inferential racism, heterosexism, classism, etc.

Each group member must post the video you’ve created to his/her blogs by the 9pm deadline on Sunday. Uploading a video can be done directly on blogger from the “new post” area.

You should not change the lyrics of the song; additionally, your video does not need to use the original music video (if applicable) as a point of departure, comparison, etc.  You’re creating the images to point out the marginalizing messages!
We’ll watch these videos on Tuesday during class.  You’ll be graded similarly to the first blog post based on the analytical complexity you’ve demonstrated in your video-remake; however, there is no written component to this assignment.

Option B:  Analyzing a subversive music video
Due at the same time as all other blog posts due on Friday, with same Buddy-Feedback Deadline
You must write this assignment individually.

Your job for this option is to find a music video that utilizes images to subvert the lyrics in a song.  The music video must be one that you can embed into your blog post from YouTube (keep it legal and use the artist’s official video and then copy and paste the code to embed the video).
The analysis must focus on the ways in which the artist utilizes images to subvert hegemonic ideologies through his/her/their music video.  Identify the categories this artist has decided to target and analyze how the artist utilized the images to undermine (what would otherwise be marginalizing) messages that are overwhelmingly sent by current music videos (like the Pink video we’ll watch in class).
    •    The same rubric will be used for this blog post as the one used for your 1st blog post.
    •    Include an introduction (with your thesis, which is up to you to develop) paragraph and a conclusion paragraph.
    •    Double-space between paragraphs (indenting frequently is undermined by the template you have chosen to use for your blog).
    •    You must include 2 different direct quotes (at minimum), from 2 different course readings from the week that precedes your blog post.
    •    Remember that it's imperative you incorporate your direct quotes into sentences and that you use the best possible quotes in a point-by-point basis to use as "backup" or as an "expert witness" for each of your points (therefore, you should make a point in a 4-6 sentence paragraph, then the following 4-6 sentence paragraph would include a direct quote from a course reading to back up your point)
    •    Cite all in-text (parenthetical references) in MLA format and a include a works cited list (at the end) in MLA format.
    •    Include all videos, quotes, clips, images, etc from the aspect of popular culture you have chosen to analyze, include them in your works cited list (and when appropriate for the source, in text citations as well).
Comments will be posted to your blog in the “comments” section by me
Grades (alpha-numeric) will be posted to the SOCS gradebook.